Head Start 

ENHANCING HEAD START COMMUNICATION 

Head Start Child 

Outcomes— 

Setting the Context 

for the National 

Reporting System 

Issue Pull-out in 

English & Spanish: 

Are You Ready for the NRS? 

?Están Listos para el NRS? 

Bulletin 

J U L Y 2 0 0 3 

U.S. Depar tment of Health and Human Ser vices ■

Administration for Children and Families ■

Administration on Children, Youth and Families 

w w w. a c f . h h s . g o v / p r o g r a m s / h s b 

I s s u e 7 6 
The Head Start Bulletin is published six times a year by the Head Start Bureau, 

Administration on Children, Youth and Families, Department of Health and 

Human Services. 

DEPARTMENT OF HEALTH AND HUMAN SERVICES 

Tommy Thompson, Secretary 

ADMINISTRATION FOR CHILDREN AND FAMILIES 

Wade F. Horn, Assistant Secretary 

OFFICE OF PUBLIC AFFAIRS 

Pamela Carter, Deputy Director 

ADMINISTRATION ON CHILDREN, YOUTH AND FAMILIES 

Joan E. Ohl, Commissioner 

HEAD START BUREAU 

Windy M. Hill, Associate Commissioner 

The BULLETIN is a service of the Head Start Bureau. Its purpose is to enhance 

communication among the Head Start Bureau, Head Start programs, and interested 

national, regional, and state organizations and agencies. 

HEAD START BUREAU 

Carmen Bovell-Chester, Director, Division of Program Management 

JoAn Knight Herren, Chief, T/TA Branch 

Jeff Fredericks, Managing Editor 

Head Start Bulletin 

The Head Start Bulletin is prepared by the National Head Start Training and Technical 

Assistance Resource Center under Contract No. 233-02-0002. 

Judy David, Editor 

FTK Media LLC, Production 

Aisha Mahy, Publications Coordinator 

Head Start Bulletin 

Head Start Child Outcomes—Setting the Context for the National Reporting System 

Issue No. 76 

For more copies of the Head Start Bulletin or to be put on the mailing list, contact the Head Start 

Information and Publication Center. Toll free: 1-866-763-6481; www.headstartinfo.org. 
FEATURES 

3 Head Start Child Outcomes—Setting the Context 

for the National Reporting System 

5 Improving Head Start: A Common Cause 

7 The National Reporting System: What Is It 

and How Will It Work? 

10 Developing the National Reporting System 

On the cover: 

Head Start children 

in action 

JULY 2003 Issue 76 

Head Start 

Bulletin 

page 7: How the 

NRS will work 

page 10: Creating the design 

for the NRS 

13 Setting the Context for the National 

Reporting System 

16 The National Reporting System and 

Head Start Children with Disabilities 

18 The National Reporting System and English 

Language Learners 

20 What Kind of Questions Will Children 

Be Asked on the NRS? 

21 The Head Start Child Outcomes Framework 

26 How Child Outcomes Assessment Supports 

Continuous Program Improvement 

Cover photo courtesy of Kansas Head Start Association. 

Page 2 photo by T. Santiago. Tolentine HS. 

RESOURCES 

29 PULL-OUT: Are You Ready for the NRS?


30 PULL-OUT: ¿Están Listos para el NRS?


31 Resources


31 Webliography


Head Start Bulletin 1 
Head Start has a history of 

framing each new endeavor in 

a way that flows from its core 

values. by JoAn Knight Herren 
Head Start Child Outcomes—


Setting the Context 

for the National 

Reporting System 

T

HE HEAD START PROGRAM HAS ALWAYS faced 

challenges and created innovations. Looking on from 

the University of Iowa in 1965, I witnessed a broadly 

comprehensive child development program in the 

making. Back then, who really understood the great move 

toward parent involvement? I also remember thinking, “Aides 

in the classroom...sounds like a good idea but what exactly 

does it mean?” These innovations, which may have seemed so 

novel or overwhelming at the time, are only distant memories 

now. So many other changes have been introduced—mainstreaming children with disabilities, Program Performance 

Standards, CDA, Early Head Start—and each was accepted and 

integrated into Head Start services for children and families. 

It seems that change never ends. For over 37 years and 

against some great odds, Head Start programs have miraculously adapted and adopted, forging ahead to improve the 

quality of services to the nation’s neediest children and families. Head Start has a history of framing each new endeavor in 

a way that is developmentally appropriate and that flows from 

its core values. 

These values are reinforced in each and every article in this 

Bulletin on Head Start Child Outcomes—Setting the Context 

for the National Reporting System. The authors include Federal 

staff and T/TA providers. They have a long history with 

online...For more information on Head Start, visit our site at www.acf.hhs.gov/programs/hsb 

Head Start Bulletin 3 
CHILD OUTCOMES 

Head Start and are passionate about the program. Most recently, they have been involved in the early implementation associated with positive child outcomes and ongoing assessment efforts. 

These efforts are designed to strengthen Head Start as stated 

in President Bush’s Early Childhood Initiative, Good Start, 

Grow Smart. 

The Associate Commissioner Windy Hill’s article, as well 

as the Assistant Secretary Wade Horn’s message, are clear challenges to move Head Start into increased accountability in concert with sound child development principles. Tom Schultz, 

from the Head Start Bureau, writes with clarity and dedication 

about the approaches and processes used to develop this system. 

You will note that the focus groups included many grantee staff, 

T/TA providers, experts in the field, and Federal staff, all of 

whom reflect the values Head Start holds dear. 

Jeff Hoffman helps us understand the systems needed to 

meet this goal of national accountability. His graphic depiction 

helps us further imagine how the systems inter-relate to support 

program quality. 

Jim O’Brien discusses what the child outcomes and 

the National Reporting System mean for children with 

disabilities. Graciela Italiano-Thomas reminds us of our commitment to English Language Learners. Nanette Lofaro, from 

the Head Start Information and Publication Center, has 

prepared a gateway to electronic resources of print and 

media support. 

The best news about developing an outcomes-oriented 

system is that we have many people working together in 

thoughtful, knowledgeable ways. When we share our ideas, 

concerns, and successes, as we have in this Bulletin, we all stand 

to benefit, including the Head Start children, their families, and 

their communities. As the President has indicated in his 

Initiative, the goal is to strengthen Head Start. 

Enjoy this issue—it was designed for you! ■ 

JoAn Knight Herren is Chief, T/TA Branch, Head Start Bureau. 

T: 202-205-8566, E: jherren@acf.hhs.gov. 

4 July 2003/Issue 76 

Reading can be a 

socially shared 

experience. 
IMPROVING HEAD START: A COMMON CAUSE 

A common core of outcome measures will ensure that children in Head a better job of determining how well Head Start 

Start programs are succeeding. by Dr. Wade F. Horn 

WADE F. HORN, PH.D., was named the Assistant Secretary 

for Children and Families in the Administration for Children 

and Families, U.S. Department of Health and Human 

Services, on July 30, 2001. Prior to this appointment, Dr. 

Horn was President of the National Fatherhood Initiative, 

whose mission is to improve the well-being of children by 

increasing the number of children growing up with involved, 

committed, and responsible fathers in their lives. 

From 1989-1993, Dr. Horn was the Commissioner for 

Children, Youth and Families and Chief of the Children’s 

Bureau in the Administration on Children, Youth and 

Families. He also served as a Presidential appointee to the 

National Commission on Children from 1990-1993 and was 

a member of the National Commission on Childhood 

Disability from 1994-1995 and the U.S. Advisory Board on 

Welfare Indicators from 1996-1997. Prior to these appointments, Dr. Horn was the Director of Outpatient 

Psychological Services at the Children’s Hospital National 

Medical Center in Washington, D.C., and an Associate 

Professor of Psychiatry and Behavioral Sciences at George 

Washington University. From 1993 to 2001, Dr. Horn was 

also an adjunct faculty member at Georgetown University’s 

Public Policy Institute and an affiliate scholar with the 

Hudson Institute. Dr. Horn’s article previously appeared in 

Children and Families, Winter 2003. 

President Bush has made managing for results a guiding 

principle of his Administration since its inception. In accordance with that principle, we are working to make sure that 

we measure the outcomes of our efforts, not merely the 

processes and procedures that make up each of our programs. In the end, the most important indicator of any program’s efficacy is whether it is, in fact, helping the people it is 

intended to help. Nowhere is this truer than for Head Start. 

Although the Head Start program has been shown to 

have many benefits for parents and children, we need to do 

children across the country are being prepared for 

academic success once they enter school. In line 

with this, the President’s Good Start, Grow Smart initiative 

challenges us to improve the operational effectiveness of 

Head Start programs by developing a systematic, nationwide 

approach to assessing every child’s school readiness. 

The President’s Good Start, 

Grow Smart initiative 

challenges us to improve 

the operational effectiveness 

of Head Start programs 

by developing a systematic, 

nationwide approach 

to assessing every child’s 

school readiness. 

I believe that this initiative offers Head Start programs the


opportunity both to showcase their achievements and to


ensure that every child in Head Start develops the full range


of skills he or she needs to succeed in school and 


in life.


To meet the President’s challenges, we are pursuing several approaches. The first effort, STEP (Strategic Teacher 

Education Program), launched in Summer 2002, is a comprehensive professional development program aimed at 

training Head Start teachers and child care administrators in 

the latest research on how to enhance children’s early literacy, language and math skills. STEP-trained teachers will 

return to their classrooms and become mentor-trainers for 

Head Start Bulletin 5 
IMPROVING HEAD START 

their colleagues, creating an ever-widening circle of bettertrained teachers. 

Yet as vital as excellent training is for improving the 

Head Start program, it is not enough to stop there. To show 

our commitment to attaining positive outcomes for children, 

Dr. Wade F. Horn 

we are instituting a new 

outcomes-oriented 

national reporting system. This system will 

employ a common, core 

set of measures that will 

allow us to determine 

whether or not the children that Head Start 

serves are developing the 

early literacy, language, 

and math skills they need to be successful in school. 

One of the strengths of the Head Start program is its 

local diversity, and we have no intention of diminishing the 

ability of local Head Start agencies to design programs to 

meet local needs. Local programs, for example, will be able 

to continue to use whatever curriculum and child-assessment 

systems they currently employ that are tailored for their 

community’s unique needs. However, it is only by establishing a common core of outcome measures, administered by 

each Head Start program in the same way, that we will be 

able to evaluate how well all Head Start children are doing 

and help them do better. 

In developing this outcomes-oriented system, we will 

include only reliable and valid measurement tools that have 

been thoroughly tested and that take into account cultural, 

socio-economic, and linguistic differences. Where no such 

reliable and valid measurement instruments exist, we will 

enlist the best researchers to develop and refine them before 

including them in the outcomes-oriented reporting system. 

The goal is to include only those assessment tools that are 

reliable and valid for use with economically disadvantaged 

four-year-old children. 

Some have reacted to news of this approach with the Photo courtesy of ACF. 

fear that we intend to use the national reporting system as a 

“pass-fail” test for grantees. This is just not the case. Rather, 

the purposes of the system are first, to help with educational 

planning, and second, to identify which programs may need 

additional training and technical assistance to achieve good 

outcomes for children. If a particular program is not achieving the kinds of results we all want for children enrolled in 

Head Start, the response will not be to de-fund the grantee, 

but to provide intensive assistance designed to increase the 

capacity of that program to help children achieve good outcomes. Of course, despite all our efforts, a particular program may be unable to produce good outcomes for its children. As prudent managers, we would take that into account 

along with other factors examined during our normal monitoring process. In some cases, we may determine that a different agency would be in a better position to deliver effective Head Start services. This approach is not a departure 

from procedures already in place to monitor how well 

grantees are performing. 

I am also aware that some fear this system will become 

the equivalent of an entrance exam for kindergarten. 

Again, absolutely not. Yes, the information gathered by 

this system can—and should—be used to help children 

make the transition from Head Start to kindergarten. But it 

should never be used—and will not be used—to determine 

whether a child should be enrolled in kindergarten in the 

first place. 

Recently, I was asked by a reporter when I anticipated 

we would start “de-funding” Head Start programs as a consequence of this new outcomes-oriented reporting system. 

My answer: I hope it will be never. That’s because I am confident that this new outcomes-oriented system will be an 

effective tool in helping Head Start deliver quality services to 

children. Delivering quality services to economically disadvantaged children is what Head Start is all about. Working 

together, we will continue to do just that. ■ 

Wade F. Horn is the Assistant Secretary for the Administration 

for Children and Families. 

6 July 2003/Issue 76 
THE NATIONAL REPORTING SYSTEM: 

WHAT IS IT AND HOW WILL IT WORK? 

The National Reporting System is the next stage of child assessment, program engage in a brief procedure at the beginning and end 

improvement, and accountability in Head Start. by Windy M. Hill, of the program year to assess all four- and five-yearAssociate Commissioner of the Head Start Bureau 

A chart of the planets decorates the walls. “Let’s go to 

Mercury,” one boys says. “Venus!” exclaims another. The children climb the stairs to their space ship and count down, “Ten! 

Nine! Eight! Seven! Six! Five! Four! Three! Two! One! Blast 

off!” The children engage in highly verbal and interactive play, 

wearing soda-bottle air tanks, exploring both outer space and 

the inner space of their ship, discussing the effects of zero gravity, sorting moon rocks . . . . One boy peers through a paper roll 

telescope and exclaims, “We’re going to hit the moon! Turn 

right!” Another boy spins the steering wheel. The teacher 

observes, noting the wide range of Domain Elements reflected in 

the children’s play. 

—from the Head Start video 

For a Child, Life is a Creative Adventure 

THE PROCESS OF OBSERVATION AND ASSESSMENT of children’s 

progress is implemented throughout the program year, in various 

ways, in Head Starts across the country. The Head Start 

Program Performance Standards call for teachers to conduct 

ongoing assessments of all Head Start children. Since reauthorization of the Head Start Act in 1998, local programs have been 

required to analyze assessment information on children’s 

progress three times a year. They must use this outcome information in both their program self-assessments and subsequent qual ­

ity improvement efforts. 

Programs have done an outstanding job in responding to 

these mandates and to other requirements of the Head Start 

Program Performance Standards. The time, energy, and resources 

that we have devoted in recent years to this effort have done a 

great deal to enhance the quality of Head Start services and are 

evident in some patterns of positive child outcomes. 

The Head Start National Reporting System (NRS) adds one 

more component to complete this picture. In addition to the 

assessments that programs are currently undertaking, with 

instruments that are locally chosen, Head Start programs will 

Photo by A. Kaahanui. Rosemount HS. 

olds on a limited set of language, literacy, and numeracy indicators. These indicators are predictive of children’s later success in school, especially with reading. By using 

the same set of tools to collect information from every Head 

Start program, we will be able to document Head Start’s 

effectiveness nationally in a new, valid, and reliable way. We 

will not report or examine individual child progress because 

that is best managed in local programs and in close partnership 

with parents. 

Windy M. Hill enjoys reading aloud to Head Start children. 

I know that there are questions about how the NRS will 

work and what programs need to do to implement this new 

system. Let me briefly comment on some of the most common 

areas of concern. 

Who Will Be Assessed? 

STARTING IN FALL 2003, 4- AND 5-YEAR-OLDS in various program 

options will be assessed at the beginning and end of the program 

year. These assessments will document the benefits of Head 

Head Start Bulletin 7 
NATIONAL REPORTING SYSTEM 

Start’s comprehensive services on Congressionally-mandated 

child outcomes. It is important to understand that the NRS is 

not designed to track or report progress for individual children. 

Rather, we are interested in the overall progress that groups of 

children make in each Head Start program, in each region across 

the country. 

What Will Be Assessed and How? 

THE NRS WILL FOCUS ON A LIMITED SET of literacy, language, and 

numeracy indicators as mandated by Congress in 1998. The sysArt activities reinforce 

language development, 

early literacy, and 

numeracy skills. 

tem is designed for one-on-one assessment by local staff. The 

assessment will take approximately 15 minutes per child. Field 

testing was completed in Spring 2003 in 36 Head Start agencies 

to make sure that the NRS worked well for diverse types of children and program settings. 

How Will the Assessment Information Be Used? 

INFORMATION FROM THE NRS will be reported back to programs 

to supplement their local child outcomes and program selfassessment information. Taken together, all of this information 

can be used by local programs in planning for children and 

ongoing quality improvement. 

Photo by A. Willhoite. Action for E. Montana HS. 

At the national level, the Head Start Bureau (HSB) will use 

NRS information in its program planning and implementation 

efforts. The Head Start Bureau and the Regional Offices will 

also use the information to guide training and technical 

assistance planning by identifying areas where programs may 

need additional support. 

In addition, Federal work groups will use the information 

and experience gained during this first year of the NRS to 

plan additional ways of looking at child outcomes in future 

monitoring reviews. 

What About English Language Learners? 

THE FIELD TESTING OF THE NRS INCLUDES a process for assessing 

children’s acquisition of English. Assessment materials will be 

available in both English and Spanish. Work continues on the 

identification and/or development of items and procedures 

appropriate for children who speak other languages. 

Will the NRS Assessment Replace the Local Ongoing 

Assessment Process and Procedures? 

NO. THE NRS WILL ENHANCE CURRENT SYSTEMS by providing 

additional information for programs to use in understanding the 

progress that groups of children are making in acquiring literacy, 

numeracy, and language skills. However, since the NRS will 

assess only 4- and 5-year-olds, and only on a limited set of indicators, the NRS information can only be supplemental to local 

assessment procedures and analysis of child outcomes. Programs 

will continue to use local comprehensive assessment systems and 

tools to respond to the Head Start Program Performance 

Standards and to meet local needs. 

What the NRS offers that local program assessments do not 

is comparability. Because all programs will be using a common 

framework of measures and assessments, we will be able to draw 

valid and reliable conclusions about the progress that children in 

Head Start programs across the nation are making on select indicators. The common set of important indicators will also 

enhance our ability to aggregate and report data nationally the 

way programs do locally. 

8 July 2003/Issue 76 
How Can I Prepare My Program For NRS 

Implementation? 

HERE ARE SOME GUIDELINES for local implementation of the NRS: 

•	 Continue to improve program quality. Remember that the 

NRS, like all Head Start management and accountability 

systems, is one of several means to an end—the end is 

always higher quality services and more positive and lasting 

benefits for children and families. So continue your efforts 

to meet and exceed Program Performance Standards, apply 

best practices in all areas of program services and continue 

to strengthen curriculum, teaching practices, ongoing assessment, and learning opportunities in every center, classroom, 

home-based, and partnership setting. 

•	 Make sure that staff carry out initial screening appropriately 

and in the required time frame (45 days). 

•	 Assure ongoing assessment for each child and its use for curriculum planning, individualization, and communication 

with parents. Successful implementation of NRS will depend 

on the skills and capacities of staff to administer and utilize 

early childhood assessments in a quality fashion. 

•	 Think about who will provide local leadership for 

the NRS. We are using a training-of-trainers 

strategy to prepare local lead staff in the NRS assessment 

and reporting procedures. Consider which people 

in your program could do the best job in carrying out 

this assignment and adjusting workloads and 

responsibilities if necessary to accommodate the 

additional leadership and oversight to successfully launch 

the NRS in your agency. 

•	 Plan to provide time for staff training on the NRS prior to 

its implementation in Fall 2003. 

•	 Stay informed. We will continue to communicate directly 

and through our ACF Regional Offices as we complete the 

development of the NRS. Refer to the ACYF-IM-HS-03-07 

—Head Start National Reporting System on Child 

Outcomes—issued on June 26, 2003 that is available at 

www.headstartinfo.org/publications/im03/im03_07.htm. The 

IM includes information on training, implementation, and 

financial support for NRC activities. 

Next Steps 

NO ONE UNDERESTIMATES THE IMPORTANCE of this endeavor and 

what it means—not only for Head Start, but for the entire early 

childhood community. Ultimately, the success of the NRS 

depends on local leadership and the quality of implementation. 

We will do our part to make sure you have the knowledge and 

resources you need to implement the NRS effectively. We will 

also be counting on you to provide feedback that will help us to 

improve the system over time. 

In closing, let me point out that the Head Start Bureau is 

continuing to design and invest in new efforts to help programs 

apply research, implement best practices, and improve outcomes 

for children in our diverse programs. The Strategic Teacher 

Education Program (STEP), through its regional and national 

training events and its Web-based resource STEP-Net, has played 

a major role in this effort. STEP has provided intensive and 

ongoing on-site program support to enhance teacher effectiveness in early literacy and language, social and emotional development, curriculum and assessment, and more. These improvement efforts go hand-in-hand with the National Reporting 

System. As the NRS develops more detailed and objective ways 

to measure and report on child outcomes, we will continue to 

ensure that Head Start programs have the support they need to 

improve outcomes for children and families. 

Our initial work in developing the NRS in a little over a year 

is an example of Head Start’s ability to accept any challenge. Our 

commitment ensures that we do whatever it takes to succeed. 

Success in effectively implementing the National Reporting System 

will help us to provide more extensive and credible evidence that 

Head Start works, program-by-program and community-by-community. It will also provide an additional management tool to 

ensure higher quality outcomes and enhanced opportunities for all 

Head Start children and families in the future. 

I am deeply grateful to each of you for your commitment to 

providing quality services in Head Start. Thank you for your 

hard work on behalf of the Head Start communities you serve. ■ 

Windy M. Hill was named Associate Commissioner of the Head 

Start Bureau on January 7, 2002. 

Head Start Bulletin 9 
DEVELOPING THE NATIONAL REPORTING SYSTEM


The Head Start Bureau has consulted with experts and Head Start leaders children, for indicators of school readiness, and for 

in developing and planning the NRS. by Tom Schultz 

SINCE THE ANNOUNCEMENT of the National Reporting System 

(NRS) in the President’s Early Childhood Initiative—Good Start, 

Grow Smart—in April 2002, the Head Start Bureau has been 

working to develop the best possible design for this important 

new effort. 

The goal of this article is to explain the consultation, planning, and field test strategy which led to the NRS design for 

implementing the President’s mandate and for strengthening the 

effectiveness and credibility of Head Start programs. 

Consulting with Experts and Practitioners 

THE BUREAU CONVENED AND PARTICIPATED in an ongoing series of 

focus groups, workshops, and discussion sessions with leaders 

from local Head Start programs, early childhood researchers, and 

experts on assessment strategies for young children. These activities broadened our awareness of the strengths and limitations of 

currently available assessment tools, including those most commonly used in Head Start programs for ongoing assessment of 

research on key program components. Issues and concerns around development of the NRS were shared. The 

major events included: 

May 2-3, 2002. Focus Group on Child Outcomes with 

17 Head Start managers, national assessment experts, and Head 

Start Bureau staff. 

June 17-18, 2002. Early Childhood Education and 

School Readiness Workshop: Conceptual Models, Constructs and 

Measures. This session was convened in collaboration with the 

National Institute of Child Health and Human Development 

(NICHD) and the Office of the Assistant Secretary for Planning 

and Evaluation (HHS). Forty-eight experts, including representatives from several Head Start grantees involved in research partnership efforts, attended. 

July 9, 2002. Discussion Session on the National 

Reporting System with 11 national experts and Federal staff from 

NICHD, ACF, and the Head Start Bureau. 

December 16, 2002 and February 12, 2003. 

Technical Work Group meetings of 16 experts, co-chaired by Dr. 

Craig Ramey, Georgetown University, and Dr. Clancy Blair, 

Children learn through repetition of 

important concepts during games, 

stories, and play. 

10 July 2003/Issue 76 
Pennsylvania State University. The Technical Work Group provides ongoing advice and support to the Bureau as we complete 

the development and implementation of the NRS. 

January 16, 2003. Associate Commissioner Windy M. 

Hill convened an invitational conference for Head Start and Early 

Head Start Directors to provide a comprehensive briefing on the 

status of planning and development of the NRS. 

January 16 and 23, 2003. Focus Groups with 49 

Head Start Directors and Managers discussed the NRS and its 

relationship to their local system for ongoing assessment, staff 

training, and local computer capability. 

March 5, 2003. Language Diversity Group Meeting with 

six experts discussed strategies for assessment of non-Englishspeaking children in the NRS. 

May 2, 2003. The Technical Work Group reviewed 

reports of the field testing and other work related to the NRS. 

Reviewing Measures and Assessment Tools 

THE HEAD START BUREAU is utilizing a variety of important criteria in selecting the child assessment measures for 

the NRS including: 

•	 Focusing on skills and indicators that are important for predicting school readiness and success. 

•	 Determing the technical quality of the instruments in terms 

of accuracy, validity, and reliability for measuring the 

progress of 4- and 5-year-old Head Start children. 

•	 Determining the feasibility of implementing the assessment 

with approximately 500,000 children in various program 

options. 

•	 Limiting the total time required to administer the assessment 

so that children and staff are not overly burdened. 

Our first step in exploring child assessment options involved 

analyzing Program Information Report (PIR) data from 2001-2 

on assessment tools currently in use. This effort revealed that programs are using 22 different assessment instruments and that 

more than 480 agencies are using locally developed tools or 

methods. Given the many assessment tools in use, it was determined that we could not create an NRS strategy based on data 

from current, ongoing assessments. Accordingly, a single uniform 

PROGRAMS PARTICIPATING IN THE FIELD 

TEST FOR TRAINING AND 

IMPLEMENTATION OF THE NATIONAL 

REPORTING SYSTEM (NRS) 

Thirty-six Head Start programs were field-test sites 

for the NRS; 72 centers and 144 classrooms 

participated. Approximately 1,440 children, 4 

years and older, were assessed. In 17 of the 

programs, at least one-fifth (20%) of the children 

were English language learners. 

CITY STATE 

Akron OH 

Albuquerque NM 

Aliquippa PA 

Allentown PA 

Altadena CA 

Anchorage AK 

Atlanta GA 

Berlin NH 

Bridgeport CT 

Caguas PR 

Chicago IL 

Coshocton OH 

Detroit MI 

El Centro CA 

Elizabethton TN 

Fargo ND 

Fort Washakie WY 

Ft. Lauderdale FL 

Gillespie IL 

Grand Junction CO 

Hagerstown MD 

Hughesville MD 

Laredo TX 

Lubbock TX 

Nacogdoches TX 

Norfolk VA 

Plaquemine LA 

Richardson TX 

Roma TX 

Russellville AR 

San Antonio TX 

San Juan PR 

Seattle WA 

Sharon PA 

Springfield MO 

Window Rock AZ 

Head Start Bulletin 11 
DEVELOPING THE NATIONAL REPORTING SYSTEM 

package of currently available assessments is being assembled to 

use in the NRS. This approach will allow the NRS information to 

be used effectively and for the intended purposes of designing and 

planning training and technical assistance efforts, augmenting 

existing assessment information used in decision-making about 

local curriculum and teaching strategies, and expanding the evidence of program effectiveness considered in Federal program 

monitoring reviews. 

The Head Start Bureau’s 

commitment is to design 

and implement the NRS 

to benefit Head Start 

programs and the children 

and families we serve. 

Next, based on the President’s charge to the Bureau in the 

Good Start, Grow Smart initiative and the bipartisan 

Congressional mandates in the 1998 reauthorization of the Head 

Start Act, the Bureau commissioned an analysis of the technical 

quality of existing assessment tools in the mandated areas of early 

literacy, language development and numeracy. This review included tools currently in use in major studies of Head Start children 

and programs (i.e., the Family and Child Experiences Survey 

(FACES), the Head Start Impact Study, and the Head Start 

Quality Research Center Consortium). In its review of assessment 

materials, the Bureau also considered input from the various consultation sessions and from the Technical Work Group. 

This process resulted in an initial set of measures to use in 

the NRS field test, including measures of the following five learning indicators as mandated by Congress in the Head Start Act in 

1998: 

• Understanding and using language to communicate 

for various purposes 

• Using increasingly complex and varied vocabulary 

•	 In the case of children whose native language is 

other than English, progressing toward acquisition 

of the English language 

• Identifying at least 10 letters of the alphabet 

• Numeracy awareness 

While we recognize the value of collecting and reporting 

on a more comprehensive set of domains and indicators, limiting the scope of the initial version of the NRS is a prudent 

and manageable way to begin. 

Field Testing a Pilot NRS in Diverse 

Head Start Programs 

DURING APRIL AND MAY 2003, a sample NRS was implemented in a diverse group of 36 local Head Start programs, including two Migrant and two Indian Head Start agencies. This 

effort is expected to provide valuable information on how the 

NRS design, materials, and reporting system work in the programs. Representatives from each program participated in a 

training-of-trainers session on the child assessment and reporting system procedures. These participants, in turn, trained 

teachers and/or other local staff to administer the child assessment and to record and enter the assessment information in 

the field test. 

Staff from our NRS support contractors, Westat, Inc. and 

Xtria, Inc., observed and gathered feedback on the implementation efforts in each program. For a limited sample of children, contract staff carried out a second assessment as a check 

on how well the training design worked to prepare staff to 

carry out the assessment procedures in an accurate, consistent 

way. Information from the field test and feedback from staff 

and managers in field test sites is a crucial source of input for 

final decisions on the NRS design, policy decisions, program 

guidance, and implementation strategies. 

In summary, we have successfully completed initial steps 

in developing the NRS, including several key decisions on the 

scope of the initial version of the system, the training proceContinued on page 33 

12 July 2003/Issue 76 
SETTING THE CONTEXT FOR THE NATIONAL 

REPORTING SYSTEM 

HEAD START PROGRAM PERFORMANCE STANDARDS provide a sound foundation for achieving positive child outcomes. Head Start 

is a comprehensive child development program that encompasses all aspects of a child's development and learning. 

Upon entry to the program, each child receives required screenings to confirm that he or she is in good health and is developing 

well. This is the initial determination of a child's overall health status, developmental strengths, needs, and areas of identified concern, such as a possible serious delay or disability that may lead to a referral. 

After screening, the requirements for child observation and ongoing assessment continue throughout the child's enrollment in 

Head Start. Using appropriate observation and assessment procedures, staff and parents follow each child's progress and experiences from his arrival in the program to the time he leaves. Through this process, they come to know each child's strengths, interests, needs, and learning styles in order to individualize the curriculum, to build on each child's prior knowledge and experiences, 

and to provide meaningful curriculum experiences that support learning and development. In these ways, staff, parents, and programs support each child in making progress toward stated goals. 

Head Start’s concern with the whole child, includes social competence as part of school readiness. Head Start grantees and delegate agencies gather information to document their process for assuring positive child outcomes. This information addresses all 

aspects of development and learning, including physical, emotional, social, cognitive, and language, in order to provide an overall 

picture of the child from program entry to the culmination of the child’s Head Start experience. 

This information gathered from observations and ongoing assessment also helps grantees respond to the need to address child 

outcomes: How has each child benefited from time in Head Start? In addition, child outcome information for groups of children 

becomes part of the data considered by grantees and delegate agencies as they engage in self-assessment to determine how the program is doing in meeting its goals and objectives, and in implementing the Head Start Program Performance Standards and other 

regulations. The results of the self-assessment contribute to continuous program planning and program improvement. 

The Head Start National Reporting System (NRS) adds one more component to local child assessment and program selfassessment. Starting in Fall 2003, Head Start programs will implement a brief procedure at the beginning and end of the program 

year to assess all 4- and 5-year olds on a limited set of language, literacy, and numeracy outcomes that have been legislatively mandated. The NRS will provide comparable data about the progress that children are making in Head Start programs across the 

country. This information about groups of children, not individuals, will be reported back to programs to supplement their local 

assessments and used by the Federal and Regional Offices to guide training and technical assistance. 

(From The Head Start Path to Positive Child Outcomes, updated Summer 2003) 

Head Start Bulletin 13 
• Head Start Program Performance 

Standards provide quality standards for 

all aspects of early childhood

development and health services, family 

and community partnerships, and 

program design and management. 

• Qualified staff, in partnership with 

parents, select and adapt or develop a 

curriculum for each Head Start 

program. The curriculum is a written 

plan that addresses the goals for 

children and includes their experiences,

appropriate materials, and the roles of 

staff and parents. Staff implement and 

individualize the curriculum to support

each child’s learning and developmental 

progress. 

• Each program is required to implement

a curriculum that promotes children’s 

cognitive development and language 

skills, social and emotional 

development, and physical 

development. 

• All programs must adhere to specific 

Program Performance Standards in the 

areas of group size, adult:child ratios, 

and staff qualifications, including

ensuring that each classroom has a 

teacher with a Child Development 

Associate (CDA) credential or its 

equivalent. The 1998 Head Start Act 

requires that by September 30, 2003, at

least 50% of all Head Start teachers 

nationally in center-based programs 

have an associate, baccalaureate, or 

advanced degree in early education or 

in a related field with preschool

teaching experience. Classroom 

teachers who do not meet this 

requirement must have a CDA or an 

equivalent State-issued certificate or be 

in the process of completing a CDA or

degree within 180 days of hire. 

• Families are to be involved through the 

family partnership agreement process in 

their children’s development and 

learning, in increasing their own

literacy and child observation skills, 

and in the governance process of the 

Head Start program. 

• Upon entry to Head Start, each child 

receives required screenings to 

determine the child’s overall health 

status, developmental strengths, and 

needs. If a concern is identified, such as 

a possible serious delay or disability, a 

formal evaluation is conducted and a 

determination of eligibility for disability 

services is made. If the disability criteria 

are met, a plan for special education

and/or related services is made. 

• Staff and parents gather ongoing 

information to document children’s 

progress toward positive child 

outcomes in language, literacy, 

mathematics, science, creative arts, 

social and emotional development, 

approaches to learning, and physical 

development, including the 13 

mandated learning indicators (as 

described in the Child Outcomes 

Framework). Programs select, develop, 

or adapt an instrument or set of tools 

for ongoing assessment of children’s 

progress that aligns with their 

curriculum. 

• Child observation and ongoing

assessment continue throughout the 

child’s enrollment in Head Start. Staff 

and parents follow each child’s 

progress, coming to know the child’s 

strengths, interests, needs, and learning

styles in order to individualize the 

curriculum, to build on each child’s 

prior knowledge and experiences, and 

to provide meaningful curriculum 

experiences that support learning and

development. In these ways, staff, 

parents, and programs support each 

child’s progress toward stated goals. 

• Child outcome information from 

groups of children becomes part of the 

data considered by agencies as they

engage in self-assessment to determine 

how the program is meeting its goals 

and objectives and how it is 

implementing the Program Performance 

Standards and other regulations. The

results of the self-assessment contribute 

to continuous program planning and 

program improvement. 

• Grantees establish procedures for the 

ongoing monitoring of their own 

operations, as well as those of their 

delegate agencies, to ensure effective 

implementation of all Federal

regulations. 

• At least once a year, Early Head Start 

and Head Start agencies conduct a selfassessment to check how they are doing 

in meeting their goals and objectives 

and in implementing the Head Start

Program Performance Standards and 

other regulations. 

• The process involves the policy group, 

governing body, parents, staff, and the 

community. 

• Grantees should ensure that their 

system for ongoing assessment of

children includes collection of some 

data in each of the 8 Domains of 

children’s learning and development. In 

addition, because they are legislatively 

mandated, programs must gather and

analyze data on certain specific Domain 

Elements or Indicators or progress in 

language, literacy, and numeracy skills. 

• Grantees must develop a system to 

analyze data on child outcomes that

centers on patterns of progress for 

groups of children over time as they 

receive services through the program 

year. At a minimum, data analysis 

should compare progress beginning

when children enter Head Start, at a 

mid-point in the program year, and 

when they complete the program year. 

• The results of the self-assessment 

process, including the analysis of child 

outcomes, influence the agency’s

program planning and the continuous 

improvement process. 

HEAD START PROGRAM PERFORMANCE STANDARDS AND OTHER REGULATIONS 

45 CFR Parts 1301, 1302, 1303, 1304 and Guidance, 1305, 1306, and 1308 and Guidance 

HEAD START PROGRAM 

PERFORMANCE STANDARDS 

“What are the minimum standards for the 

quality of Head Start services, staffing, and 

management systems?” 

SCREENING AND ONGOING 

CHILD ASSESSMENT 

“How do programs use information they 

gather on children?” 

LOCAL PROGRAM SELF-ASSESSMENT 

AND ONGOING MONITORING 

“How is the local program doing?” 

A Context for Head Start Child, Family, and Program 

14 July 2003/Issue 76 
• After the first full year of operation, 

grantees are monitored at least once 

every three years. 

• A review of effective management 

systems supports the implementation of 

a comprehensive child development

program leading to positive child 

outcomes. 

• A partnership between Federal and 

grantee staff monitors the progress of 

Early Head Start and Head Start 

grantees in implementing the Head

Start Program Performance Standards 

and other Federal regulations. 

• Using the PRISM (Program Review 

Instrument for Systems Monitoring), a 

team of Federal staff and other experts 

conducts an on-site PRISM review of 

grantee management systems and 

program quality through a combination 

of focus groups and individual 

interviews; observations; discussions 

with parents, staff, and policy groups;

and review of written program 

documents. Grantees must correct all 

identified areas of noncompliance. 

• Information from the PRISM, including 

compliance with the child outcomes

requirements of the 1998 Head Start 

Act and ACYF-IM-HS-00-18, is to be 

used by grantees for continuous 

program improvement. 

• In April 2002, President Bush launched 

the Early Childhood Initiative—Good 

Start, Grow Smart—that included 

strengthening Head Start by 

developing a new accountability

system to ensure that every Head Start 

program assesses child outcomes. This 

new accountability system is referred 

to as the National Reporting System 

(NRS). 

• Starting in Fall 2003, all 4- and 5-yearolds in Head Start, including children 

with disabilities and English Language 

Learners, will be assessed through the 

NRS. They will be assessed again in the 

spring before they go to kindergarten. 

• All Head Start programs will use a

brief, common set of valid, reliable, 

age-appropriate assessment tools on 

specific language, literacy, and 

numeracy outcomes. The assessments 

will take approximately 15 minutes per

child. They will be conducted in 

English or Spanish by trained program 

staff. 

• The NRS will provide comparable data 

about the progress that children are 

making in each Head Start program.

NRS information will be reported back 

to programs to supplement the ongoing 

child assessment and continuous 

program self-assessment that each 

program undertakes. The Head Start

Bureau and the Regional Offices will 

use the NRS information to guide 

training and technical assistance and to 

develop new ways of incorporating 

outcomes into future PRISM reviews. 

Data on individual children will not be 

reported by the NRS. 

• The Family and Child Experiences 

Survey (FACES) is a national,

longitudinal study to examine the

quality and outcomes of Head Start. In

1997 and 2000, data were collected 

from a nationally representative sample

of several thousand children in about 

40 Head Start programs who were 

followed up in kindergarten. Teachers,

staff, and parents were interviewed;

observations of classroom quality were

made. Results indicate that Head Start 

children’s social skills improve and that

they make more progress than the

typical child their age on vocabulary

and early writing measures, but still fall 

short of national averages. Classroom

quality is linked to child outcomes. A

new national sample is being launched

in Fall 2003. 

• The Head Start Impact Study is a 

Congressionally mandated longitudinal

study of nearly 5,000 3- and 4-year-olds

from a nationally representative sample

of agencies. Children have been 

randomly assigned to Head Start or to a

comparison group which does not

receive Head Start services. Data 

collection includes direct child 

assessments through first grade, parent

interviews, surveys with staff,

observations of the quality of care 

settings, and teacher ratings. The study

is designed to answer the mandated

questions and benefit program quality. 

• The Quality Research Centers (QRC)

Consortium I (1995-2000) created 

partnerships among ACYF, Head Start

grantees, and the academic research

community to enhance quality program

practices and outcomes. In 2001, a 

second cohort of QRCs was funded for 

five years to improve child outcomes in

literacy, social and emotional

development, and other domains of 

school readiness, through enhancements

to curriculum, teacher training, parent

involvement, and assessment practices.

Research teams implement and evaluate 

their projects with their Head Start

partners, then replicate them. Measures

from FACES are used across sites. 

SYSTEMS AND OUTCOME MEASURES FOR HEAD START NATIONAL ACCOUNTABILITY 

Head Start Act, ACYF-IM-HS-00-03, ACYF-IM-HS-00-18, ACYF-IM-HS-03-07, PRISM, FACES 

FEDERAL ON-SITE 

SYSTEMS MONITORING 

“How is our compliance with 

Head Start regulations and 

program implementation?” 

NATIONAL REPORTING SYSTEM 

“How are 4- and 5-year-old Head Start 

children progressing on a common national 

assessment of key indicators of literacy, 

language, and numeracy learning?” 

RESEARCH 

“What are some key outcomes and 

indicators of national program quality, 

effectiveness, and outcomes?” 

Accomplishments and Outcomes 

Head Start Bulletin 15 
THE NATIONAL REPORTING SYSTEM AND 


HEAD START CHILDREN WITH DISABILITIES


To exclude children with disabilities from the NRS would reduce Start children. It can be helpful in designing classroom 

expectations and accountability for their progress. by Jim O’Brien and program level interventions to improve and sustain 

THE HEAD START NATIONAL REPORTING SYSTEM (NRS) will be a 

focus of attention this year as your staff and families learn more 

about its purpose and procedures and how NRS data will contribute to the continuous improvement of Head Start programs. 

As the NRS is introduced, programs will need to understand 

how it will relate to other Head Start program activities designed 

to collect information on child progress, including those used in 

identifying and serving children with disabilities and their families. This article should stimulate discussion and planning within 

your Head Start program about what the NRS will mean for 

children with disabilities and their families and the importance 

of clear communication with Head Start staff, families, and community partners. 

The NRS will inform local program managers and the 

Administration for Children and Families (ACF) about the 

progress groups of Head Start children make in the year prior to 

kindergarten on the skills and knowledge important to early 

school success. 

What About Existing Screening and 

Assessment Practices? 

THE NRS WILL NOT REPLACE SCREENING or ongoing assessment 

required by the Program Performance Standards. Your screening 

approach remains the first step in a systematic approach to identifying children who may need further evaluation to determine 

whether they have disabilities (see Figure 1). Your ongoing 

assessment of children provides the depth and context for making instructional decisions for individual children and groups of 

children. (For more information on this subject, refer to “How 

Screening and Assessment Practices Support Quality Disabilities 

Services in Head Start,” Head Start Bulletin, April 2001, No. 70. 

www.headstartinfo.org/publications/hsbulletin70/hsb70_07.htm ) 

The NRS is not expected to generate a child’s profile or 

progress records for planning instruction or interventions for 

individual children. Rather, the information generated by the 

NRS will be used to understand the progress of groups of Head 

children’s progress in certain areas just as the local outcomes process does in other areas. And, since children with disabilities are included in every Head Start program, a report on 

their progress should be included in the NRS results. 

The NRS is being designed and field-tested to assure that, to 

the greatest extent possible, it can record progress for every 

Head Start child in the year prior to kindergarten enrollment, 

including more than 10% of Head Start children who have a 

disability. The commitment to include children with disabilities 

Including children with 

disabilities in the NRS is 

consistent with the obligations 

of local education agency 

partners (LEAs) responsible 

for implementing the 

Individuals with Disabilities 

Education Act (IDEA). 

in the NRS is consistent with the obligations of local education 

agency partners (LEAs) responsible for implementing the 

Individuals with Disabilities Education Act (IDEA). The 

Reauthorization of IDEA specifies that children with disabilities 

should be included in state and local efforts to measure educational outcomes for children. To exclude children with disabilities from these assessments would reduce expectations and 

accountability for their progress. Similarly in Head Start, efforts 

to report child progress include all children. 

It is important to remember that most Head Start children 

with disabilities participate in the same learning experiences as 

16 July 2003/Issue 76 
THE SCREENING AND ASSESSMENT PROCESS 

Comprehensive 

Screening 

• Health Status 

• Developmental 

• Sensory (Vision and 

Hearing) 

• Behavioral 

Formal Evaluation 

Evaluation and 

determination of 

eligibility for disability 

services 

Concern 

identified 

Concern 

identified 

Meets 

disability 

criteria 

No concern 

identified 

All Head Start children 

Ongoing Assessment 

Documentation and recording 

of children’s progress in order 

to plan and individualize for 

each child and identity any emerging concerns. 

Individualized 

Education Program 

(IEP) and/or IFSP 

Plan for special 

education and/or 

related services to 

meet child’s needs 

their peers, receiving any additional supports they need to 

address the objectives in their Individualized Education Program 

(IEP). Therefore, it is appropriate that the NRS assessments provide children with disabilities the opportunity to display the 

progress they make during their Head Start experience. 

Information about the progress of groups of children with disabilities will help us understand how we are preparing them for 

early school success. 

Some Head Start children with disabilities may, because of 

their disability, require appropriate modifications to participate 

in the NRS assessment. For example, a child with a vision 

impairment may need to use enlarged print materials to permit a 

valid assessment. Any such modification would follow guidelines 

provided by the NRS project. This attention to the standardized 

procedures helps assure that modifying the task does not signifi ­

cantly change the nature or difficulty of the item and that the 

measure of this child’s progress is comparable to that reported 

for other children in the program. 

Finally, there may be a few Head Start children with more 

significant disabilities for whom some or all of the NRS battery 

could not be administered, even with appropriate modifications. 

An example might be a child with autism who has not yet developed the communication skills to complete the NRS assessment, 

even when appropriate modifications are provided such as more 

time for responses or frequent breaks. In such a case, where the 

NRS instrument would not permit a valid measure of progress, 

the NRS project will advise on an alternative means to record 

information on this child’s progress. It is important to remember 

that for a child who may not complete the NRS assessment, 

their ongoing assessment, using methods appropriate to determine the child’s progress on objectives contained in the IEP, will 

still be available to describe their progress. 

It is important to emphasize that the introduction of the 

NRS cannot reduce your program’s commitment to recruit and 

enroll children who most need the Head Start program, including children with significant disabilities. It would be inappropriate for a Head Start program to avoid enrolling any child 

Continued on page 33 

Head Start Bulletin 17 
THE NATIONAL REPORTING SYSTEM AND 

ENGLISH LANGUAGE LEARNERS 

The Head Start Bureau is committed to a fair and accurate assessment of working with young children and families who are 

child outcomes for all children. A Spanish version of the NRS has been English language learners in Head Start and Early 

developed. by Graciela Italiano-Thomas 

SINCE ITS INCEPTION , the Head Start Bureau has supported 

cultural and linguistic diversity among children and families. 

To this end, the Bureau has always supported the implementation of best practices to serve all children and families. These 

practices are in accordance with the 1998 Head Start Act and 

supported by the Head Start Program Performance Standards 

and the Head Start Child Outcomes Framework. As the 

communities of children and families served in Head Start 

become increasingly more diverse, the Head Start Bureau has 

increased its efforts to improve the quality and responsiveness 

of services provided to children whose native language is other 

than English. 

Gathering Information 

AN IMPORTANT STEP TOOK PLACE in October 2001 when a 

National Forum on Second Language Acquisition was convened by the Migrant and Seasonal Program Branch and its 

Training and Technical Assistance providers. The purpose was 

to support grantees in the delivery of educational services provided to the growing population of non-English speaking farmworker children and families. A panel of educators, child 

development specialists, and local migrant program staff identified specific issues and needs in regard to first and second language acquisition. Based on the Forum’s proceedings, a technical paper was written that described the limited research available on the process of second language acquisition in the first 

five years of life. 

To further its understanding of the cultural and linguistic 

diversity of Head Start children and families, the Head Start 

Bureau convened an English Language Learners Focus Group in 

April 2002. Parents, program staff, researchers, and experts in 

the fields of first and second language acquisition, bilingualism, 

and biculturalism were invited. The goal of this two-day meeting was to solicit specific recommendations regarding effective 

approaches to address the opportunities and challenges of 

Head Start. 

Linguistic Profile of Head Start Children 

OF THE MORE THAN 900,000 CHILDREN served by Head 

Start, approximately 27% speak a language other than 

English at home. More than 140 languages are represented 

in Head Start programs nationwide (see Linguistic Profile 

below). 

Child Outcomes and Assessment 

THE HEAD START NATIONAL REPORTING SYSTEM Technical 

Work Group recognizes the great cultural and linguistic diversity represented in Head Start. The group has made a commitment to consider how the design and implementation of the 

Head Start National Reporting System (NRS) must be adapted 

to ensure that all children be fairly and adequately assessed. 

Members of the Technical Work Group have discussed their 

concerns, including the lack of availability of professionals who 

LINGUISTIC PROFILE OF HEAD START CHILDREN 

According to the 2001-2002 Head Start Program Information 

Report (PIR), the dominant languages are: 

Spanish 217,217 

Far Eastern Asian languages 11,427 

Middle Eastern, Indic languages 6,222 

Pacific Island languages 5,948 

Native Central America, South American 

and Mexican languages 4,782 

Caribbean languages 4,004 

European and Slavic languages 3,942 

African languages 3,002 

Native North American or 

Alaska Native languages 1,796 

can assess children in their home languages, assessment instruments that are not linguistically or culturally appropriate, and 

interpreters who are not properly trained in the screening 

process of the instrument. 

18 July 2003/Issue 76 
Looking at books in 

small groups gives 

an important early 

literacy experience 

in Head Start. 

The Technical Work Group converned a meeting among 

five nationally-recognized experts in the fields of early childhood, language acquisition, and assessment. Their input was 

invaluable in ensuring that the process of making decisions 

about English Language Learners within the context of the NRS 

is informed by research-based findings. 

The Technical Work Group has been very responsive to all 

of these concerns. As a result, several important proposals were 

made, including— 

•	 Parallel Spanish language assessment items, 

as well as English Language Acquisition items, be 

administered to children who are English Language 

Learners and whose home language is Spanish and 

whose English-language proficiency is not sufficient for 

assessment in English. 

•	 Instruments and protocols in other languages spoken by 

Head Start children be developed. 

Such decisions represent Head Start’s ongoing commitment to 

the diversity of children and families. Information on child outcomes for ALL children in Head Start, including English Language 

Learners, will be useful at both the local and national levels. ■ 

Graciela Italiano-Thomas is Senior Consultant, Education


Services Branch, Head Start Bureau, and a member of the


Technical Work Group.


T: 202-205-7359, E: gthomas@acf.hhs.gov.


Of the 900,000 children served by Head Start, approximately 

27% speak a language other than English at home. 

Head Start Bulletin 19 
WHAT KIND OF QUESTIONS WILL CHILDREN BE 

ASKED ON THE NRS? 

THE ASSESSMENT IS COMPOSED OF A SHORT SERIES OF ITEMS RELATED TO THE MANDATED OUTCOMES. The items are simple and interesting 

for preschoolers. There is an emphasis on tasks that relate to the acquisition of reading skills because reading is central to success in 

school and to later functioning in society. The assessment will take approximately 15 minutes per child. The items below are examples 

of the types of questions asked in the field test and in the full implementation of the NRS. They are not actual items from the NRS. 

Children whose primary language is Spanish and who do not attain the cutoff score in the English version of the first two sections of the assessment, will be given a Spanish version of the assessment. Children whose primary language is Spanish and who do 

attain the cutoff score in English will be given both the English and Spanish versions of the assessment. Children whose primary language is other than English or Spanish and who do not attain the cutoff score in the English version will not be assessed at this time. 

Additional information on the NRS may be obtained by contacting Tom Schultz, Head Start Bureau, E: tschultz@acf.dhhs.gov; 

T: 202-205-8323. 

VOCABULARY addresses child outcomes in language development. This task is to assess understanding of words representing parts of the human body or their functions, activities of 

daily living, emotions and feelings, work- or career-related 

activities, and plants, animals, and their habitats. The estimated administration time is 5 minutes. 

Now, I want you to look at some pictures with me. 

I’m going to say some words. For each word I say, 

point to the picture that best shows what the word 

means. Let’s try some. 

SHOW THE PICTURES AND SAY: 

See all the pictures on this page? 

POINT TO EACH OF THE FOUR PICTURES AND SAY: 

I will say something; then I want you to put your 

finger on the picture of what I have said. Let’s try 

one. Put your finger on “ball.” 

IF THE CHILD RESPONDS CORRECTLY WITHOUT HELP BY 

POINTING TO THE BALL IN QUADRANT 4 SAY: 

Good! Let’s try another one. Put your finger on 

“dog.” 

(SEE GRAPHIC BELOW) 

3 

2 

4 

1 

EARLY MATH addresses child outcomes in numbers and 

operations. The math skills assessed include recognizing onedigit numerals and basic geometric shapes, solving word 

problems involving counting or simple addition or subtraction, 

and interpreting simple measurements. The estimated 

administration time is 3 minutes. 

How many trees are on this page? 

CORRECT: TWO (NONVERBAL RESPONSES ARE ACCEPT-


ABLE)


(SEE GRAPHIC BELOW)


RUN YOUR FINGER ACROSS THE ITEM AND SAY:


If you gave a friend one of these apples, how many 

would you have left? 

CORRECT: TWO (APPLES) 

(SEE GRAPHIC BELOW) 

20 July 2003/Issue 76 
THE HEAD START CHILD OUTCOMES FRAMEWORK


RELEASED IN 2000, THE HEAD START C HILD OUTCOMES FRAMEWORK is intended to guide Head Start programs in their curriculum planning and ongoing assessment of the progress and accomplishments of children. The Framework also is helpful to programs 

in their efforts to analyze and use data on child outcomes in program self-assessment and continuous improvement. The Framework 

is composed of 8 general Domains, 27 Domain Elements, and numerous examples of specific Indicators of children's skills, abilities, 

knowledge, and behaviors. The Framework is based on the Head Start Program Performance Standards, Head Start Program 

Performance Measures, provisions of the Head Start Act as amended in 1998, advice of the Head Start Bureau Technical Work 

Group on Child Outcomes, and a review of documents on assessment of young children and early childhood program accountability 

from a variety of state agencies and professional organizations. 

•	 The Domains, Elements, and Indicators are presented as a framework of building blocks that are important for school success. 

The Framework is not an exhaustive list of everything a child should know or be able to do by the end of Head Start or entry 

into Kindergarten. The Framework is intended to guide assessment of 3- to 5-year-old children—not infants or toddlers enrolled 

in Early Head Start and not infants or toddlers in Migrant Head Start programs. 

•	 The Framework guides agencies in selecting, developing, or adapting an instrument or set of tools for ongoing assessment of 

children’s progress. It is inappropriate to use the Framework as a checklist for assessing children. It also is inappropriate to use 

items in the Framework in place of thoughtful curriculum planning and individualization. 

• 	Every Head Start program implements an appropriate child assessment system that aligns with their curriculum and gathers 

data on children's progress in each of the 8 Domains of learning and development. At a minimum, because they are legislatively 

mandated, programs analyze data on 4 specific Domain Elements and 9 Indicators in various language, literacy, and numeracy 

skills, as indicated with a star ✫ in the chart. Local program child assessment occurs at least three times a year. The National 

Reporting System (NRS) child assessment includes measures of the mandated child outcomes. 

•	 Information on children’s progress on the Domains, Domain Elements, and Indicators is obtained from multiple sources, such as 

teacher and home visitor observations, analysis of samples of children’s work and performance, parent reports, or direct assessment of children. Head Start assessment practices should reflect the assumption that children demonstrate progress over time in 

development and learning on a developmental continuum, in forms such as increasing frequency of a behavior or ability, increasing breadth or depth of knowledge and understanding, or increasing proficiency or independence in exercising a skill or ability. 

The English version of the Head Start Child Outcomes Framework was translated into Spanish by the Migrant and Seasonal 

Head Start Quality Improvement Center. The Spanish version of the Head Start Child Outcomes Framework can be accessed at 

www.mhsqic.org/ spandocs/spandocs.htm. 

(From The Head Start Path to Positive Child Outcomes, updated Summer 2003) 

Head Start Bulletin 21 
CHILD OUTCOMES FRAMEWORK 

INDICATORS 

◆ Demonstrates increasing ability to attend to and understand conversations, 

stories, songs, and poems. 

◆ Shows progress in understanding and following simple and multiple-step directions. 

✫ Understands an increasingly complex and varied vocabulary. 

✫ For non-English-speaking children, progresses in listening to and 

understanding English. 

✫ Develops increasing abilities to understand and use language to communicate information, experiences, ideas, feelings, opinions, needs, questions; 

and for other varied purposes. 

◆ Progresses in abilities to initiate and respond appropriately in conversation and 

discussions with peers and adults. 

✫ Uses an increasingly complex and varied spoken vocabulary. 

◆ Progresses in clarity of pronunciation and towards speaking in sentences of 

increasing length and grammatical complexity. 

✫ For non-English-speaking children, progresses in speaking English. 

◆ Shows increasing ability to discriminate and identify sounds in spoken language. 

◆ Shows growing awareness of beginning and ending sounds of words. 

◆ Progresses in recognizing matching sounds and rhymes in familiar words, 

games, songs, stories, and poems. 

◆ Shows growing ability to hear and discriminate separate syllables in words. 

✫ Associates sounds with written words, such as awareness that different 

words begin with the same sound. 

◆ Shows growing interest and involvement in listening to and discussing a 

variety of fiction and non-fiction books and poetry. 

◆ Shows growing interest in reading-related activities, such as asking to have a 

favorite book read; choosing to look at books; drawing pictures based on 

stories; asking to take books home; going to the library; and engaging in 

pretend-reading with other children. 

◆ Demonstrates progress in abilities to retell and dictate stories from books 

and experiences; to act out stories in dramatic play; and to predict what will 

happen next in a story. 

◆ Progresses in learning how to handle and care for books; knowing to view 

one page at a time in sequence from front to back; and understanding that a 

book has a title, author, and illustrator. 

◆ Shows increasing awareness of print in classroom, home, and community settings. 

◆ Develops growing understanding of the different functions of forms of print 

such as signs, letters, newspapers, lists, messages, and menus. 

◆ Demonstrates increasing awareness of concepts of print, such as that reading 

in English moves from top to bottom and from left to right, that speech can 

be written down, and that print conveys a message. 

◆ Shows progress in recognizing the association between spoken and written 

words by following print as it is read aloud. 

✫ Recognizes a word as a unit of print, or awareness that letters are grouped to form words, and that words are separated by spaces. 

DOMAIN 

ELEMENT 

Speaking 

& 

Communicating 

Book 

Knowledge

& 

Appreciation 

Listening 

& 

Understanding 

Phonological 

Awareness 

DOMAIN LANGUAGE DEVELOPMENT 

Print 

Awareness 

& 

Concepts 

LITERACY 

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✫ 

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✫ Indicates the 4 specific Domain Elements and 9 Indicators that are legislatively mandated. 

22 July 2003/Issue 76 
INDICATORS DOMAIN 

ELEMENT DOMAIN 

Alphabet 

Knowledge 

Geometry 

& 

Spatial Sense 

Scientific 

Skills 

& 

SCIENCE 

Methods 

Patterns 

& 

Measurement 

Early 

Writing 

Number 

& 

Operations 

LITERACY 

(CONT.) 

MATHEMATICS 

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◆ Develops understanding that writing is a way of communicating for a 

variety of purposes. 

◆ Begins to represent stories and experiences through pictures, dictation, 

and in play. 

◆ Experiments with a growing variety of writing tools and materials, such 

as pencils, crayons, and computers. 

◆ Progresses from using scribbles, shapes, or pictures to represent ideas, to using 

letter-like symbols, to copying or writing familiar words such as their own name. 

◆ Shows progress in associating the names of letters with their shapes and sounds. 

◆ Increases in ability to notice the beginning letters in familiar words. 

✫ Identifies at least 10 letters of the alphabet, especially those in their own name. 

✫ Knows that letters of the alphabet are a special category of visual graphics 

that can be individually named. 

◆ Demonstrates increasing interest and awareness of numbers and counting as 

a means for solving problems and determining quantity. 

◆ Begins to associate number concepts, vocabulary, quantities, and written 

numerals in meaningful ways. 

◆ Develops increasing ability to count in sequence to 10 and beyond. 

◆ Begins to make use of one-to-one correspondence in counting objects and 

matching groups of objects. 

◆ Begins to use language to compare numbers of objects with terms such as 

more, less, greater than, fewer, equal to. 

◆ Develops increased abilities to combine, separate and name “how many” 

concrete objects. 

◆ Begins to recognize, describe, compare, and name common shapes, their 

parts and attributes. 

◆ Progresses in ability to put together and take apart shapes. 

◆ Begins to be able to determine whether or not two shapes are the same size 

and shape. 

◆ Shows growth in matching, sorting, putting in a series, and regrouping 

objects according to one or two attributes such as color, shape, or size. 

◆ Builds an increasing understanding of directionality, order, and positions of 

objects, and words such as up, down, over, under, top, bottom, inside, outside, in front, and behind. 

◆ Enhances abilities to recognize, duplicate, and extend simple patterns using a 

variety of materials. 

◆ Shows increasing abilities to match, sort, put in a series, and regroup objects 

according to one or two attributes such as shape or size. 

◆ Begins to make comparisons between several objects based on a single attribute. 

◆ Shows progress in using standard and non-standard measures for length and 

area of objects. 

◆ Begins to use senses and a variety of tools and simple measuring devices to gather information, investigate materials, and observe processes and relationships. 

◆ Develops increased ability to observe and discuss common properties, differences and comparisons among objects and materials. 

◆ Begins to participate in simple investigations to test observations, discuss and 

draw conclusions, and form generalizations. 

◆ Develops growing abilities to collect, describe, and record information 

through a variety of means, including discussion, drawings, maps, and charts. 

◆ Begins to describe and discuss predictions, explanations, and generalizations 

based on past experiences. 

✫ Indicates the 4 specific Domain Elements and 9 Indicators that are legislatively mandated. 
CHILD OUTCOMES FRAMEWORK 

SelfControl 

◆ Expands knowledge of and abilities to observe, describe, and discuss the 

natural world, materials, living things, and natural processes. 

◆ Expands knowledge of and respect for their bodies and the environment. 

◆ Develops growing awareness of ideas and language related to attributes of 

time and temperature. 

◆ Shows increased awareness and beginning understanding of changes in 

materials and cause-effect relationships. 

◆ Participates with increasing interest and enjoyment in a variety of music 

activities, including listening, singing, finger plays, games, and performances. 

◆ Experiments with a variety of musical instruments. 

◆ Gains ability in using different art media and materials in a variety of ways for 

creative expression and representation. 

◆ Progresses in abilities to create drawings, paintings, models, and other art creations that are more detailed, creative, or realistic. 

◆ Develops growing abilities to plan, work independently, and demonstrate care 

and persistence in a variety of art projects. 

◆ Begins to understand and share opinions about artistic products and experiences. 

◆ Expresses through movement and dancing what is felt and heard in various 

musical tempos and styles. 

◆ Shows growth in moving in time to different patterns of beat and rhythm 

in music. 

◆ Participates in a variety of dramatic play activities that become more 

extended and complex. 

◆ Shows growing creativity and imagination in using materials and in assuming 

different roles in dramatic play situations. 

◆ Begins to develop and express awareness of self in terms of specific abilities, 

characteristics, and preferences. 

◆ Develops growing capacity for independence in a range of activities, routines, 

and tasks. 

◆ Demonstrates growing confidence in a range of abilities and expresses pride in 

accomplishments. 

◆ Shows progress in expressing feelings, needs, and opinions in difficult 

situations and conflicts without harming themselves, others, or property. 

◆ Develops growing understanding of how their actions affect others and begins 

to accept the consequences of their actions. 

◆ Demonstrates increasing capacity to follow rules and routines and use 

materials purposefully, safely, and respectfully. 

◆ Increases abilities to sustain interactions with peers by helping, sharing, and discussion. 

◆ Shows increasing abilities to use compromise and discussion in working, 

playing, and resolving conflicts with peers. 

◆ Develops increasing abilities to give and take in interactions; to take turns 

in games or using materials; and to interact without being overly submissive 

or directive. 

Art 

Dramatic 

Play 

Scientific 

Knowledge 

Cooperation 

SelfConcept 

DOMAIN 

ELEMENT INDICATORS 

SCIENCE 

(CONT.) 

Music 

SOCIAL & EMOTIONAL 

DEVELOPMENT 

Movement 

CREATIVE ARTS

DOMAIN 

✫ Indicates the 4 specific Domain Elements and 9 Indicators that are legislatively mandated. 

24 July 2003/Issue 76 
◆ Demonstrates increasing comfort in talking with and accepting guidance 

and directions from a range of familiar adults. 

◆ Shows progress in developing friendships with peers. 

◆ Progresses in responding sympathetically to peers who are in need, upset, 

hurt, or angry; and in expressing empathy or caring for others. 

◆ Develops ability to identify personal characteristics, including gender and 

family composition. 

◆ Progresses in understanding similarities and respecting differences among people, 

such as genders, race, special needs, culture, language, and family structures. 

◆ Develops growing awareness of jobs and what is required to perform them. 

◆ Begins to express and understand concepts and language of geography in 

the contexts of the classroom, home, and community. 

◆ Chooses to participate in an increasing variety of tasks and activities. 

◆ Develops increased ability to make independent choices. 

◆ Approaches tasks and activities with increased flexibility, imagination, 

and inventiveness. 

◆ Grows in eagerness to learn about and discuss a growing range of topics, 

ideas, and tasks. 

◆ Grows in abilities to persist in and complete a variety of tasks, activities, 

projects, and experiences. 

◆ Demonstrates increasing ability to set goals and develop and follow 

through on plans. 

◆ Shows growing capacity to maintain concentration over time on a task, question, set of directions or interactions, despite distractions and interruptions. 

◆ Develops increasing ability to find more than one solution to a question, 

task, or problem. 

◆ Grows in recognizing and solving problems through active exploration, including trial and error, and interactions and discussions with peers and adults. 

◆ Develops increasing abilities to classify, compare and contrast objects, 

events, and experiences. 

◆ Shows increasing levels of proficiency, control, and balance in walking, 

climbing, running, jumping, hopping, skipping, marching, and galloping. 

◆ Demonstrates increasing abilities to coordinate movements in throwing, 

catching, kicking, bouncing balls, and using the slide and swing. 

◆ Develops growing strength, dexterity, and control needed to use tools such 

as scissors, paper punch, stapler, and hammer. 

◆ Grows in hand-eye coordination in building with blocks, putting together 

puzzles, reproducing shapes and patterns, stringing beads, and using scissors. 

◆ Progresses in abilities to use writing, drawing, and art tools, including 

pencils, markers, chalk, paint brushes, and various types of technology. 

◆ Progresses in physical growth, strength, stamina, and flexibility. 

◆ Participates actively in games, outdoor play, and other forms of exercise 

that enhance physical fitness. 

◆ Shows growing independence in hygiene, nutrition, and personal care 

when eating, dressing, washing hands, brushing teeth, and toileting. 

◆ Builds awareness and ability to follow basic health and safety rules such 

as fire safety, traffic and pedestrian safety, and responding appropriately 

to potentially harmful objects, substances, and activities. 

INDICATORS 

Initiative 

& 

Curiosity 

Reasoning 

& 

Problem Solving 

Gross Motor 

Skills 

Social 

Relationships 

Knowledge of 

Families & 

Communities 

Engagement 

& 

Persistence 

Fine Motor Skills 

Health Status 

& 

Practices 

APPROACHES TO 

LEARNING 

SOCIAL & 

EMOTIONAL 

DEVELOPMENT 

(CONT.) 

PHYSICAL HEALTH & 

DEVELOPMENT

DOMAIN 

ELEMENT DOMAIN 

✫ Indicates the 4 specific Domain Elements and 9 Indicators that are legislatively mandated. 

Head Start Bulletin 25 
HOW CHILD OUTCOMES ASSESSMENT SUPPORTS 

CONTINUOUS PROGRAM IMPROVEMENT 

Child outcomes has created a powerful mechanism for Head Start programs Improvement Cycle (see Figure 1), planning is a key 

to continuously improve. by Jeff Hoffman and JoAn Knight Herren initial aspect of the work done in Head Start. Short­

“O UTCOMES ARE SIMPLY A STATEMENT of where we are...not 

good or bad. What happens next?” The child outcomes system, 

one of the Head Start mechanisms to increase the quality of services to children and their families, is having a profound effect 

on the way Head Start programs view the work they have done 

and plan the work they will do. Outcome information allows 

programs to make the subtle, yet powerful, shift from focusing 

primarily on the activities that have been completed to focusing 

on the results of those activities. Documentation and reporting 

of the level of effort continues to be important. However, the 

addition of child outcomes as part of the continuous improvement process guides programs to ask, “So what?” As a result of 

the investment of resources, have we made a difference in the 

lives of their children we serve? What are the benefits they have 

gained? What knowledge? What skills? What attitudes? 

Beginning in 2000, the pilot year for implementing a child 

outcomes system, an emphasis was placed on two assessment 

areas in Head Start: child assessment and self-assessment. As 

stated in ACYF IM-HS-00-18, Head Start programs are 

required to look at the effectiveness of the process by which 

each child’s comprehensive development is assessed as well as 

the annual process by which programs reflect on the effectiveness of their services and support systems. Furthermore, programs have been required to link the two systems. 

As with any system that is composed of a number of interlocking and interacting parts, the linkage of the child assessment 

process and self-assessment is not isolated from the remainder of 

the program. Other services and systems that are closely linked, 

and therefore are impacted most by child outcomes, include curriculum, record keeping, reporting, on-going monitoring, and 

planning. A key thread throughout all of these services and systems is the capacity of the program to manage information effectively and efficiently and to use it to make informed decisions. 

Using the Continuous Improvement Cycle 

AS ILLUSTRATED in the Head Start Child Outcomes Continuous 

and long-term plans are developed for those served— 

the children and their families—and for the program itself. All 

Head Start services and the organizational systems that support 

those services comprise a portion of the cycle involved with 

activities. Put simply—what is being done with resources to fulfill the mission of Head Start? Planning for activities and actually doing the activities are critical but not sufficient for change to 

occur. 

The final portion of the continuous improvement cycle 

focuses on answering the question, “Are we doing what we said 

we would do and did those activities actually make positive 

differences to those we serve?” By comparing what we planned 

to do with what we actually did and then comparing all children’s progress in the eight domains of child development 

throughout the year, we address a critical aspect of the continuous improvement cycle—analysis of the information we have 

gathered. A number of systems are in place that provide a 

review of a program’s work such as performance appraisals 

of staff, parent satisfaction questionnaires, the Program 

Information Report (PIR), Federal monitoring, and self assessment. 

Objectively evaluating the gaps between the plans, the 

actual accomplishments, and the degree of children’s progress 

during their Head Start experience brings us to the point of 

reflecting about the self-assessment results. The three levels of 

reflection are content, process, and premise. Content reflection 

involves focusing on what has been done. Process reflection 

examines how these activities have been done and the efficacy 

in performing them. Premise reflection increases awareness of 

why these particular activities were done in a certain manner. 

(Mezirow and Associates 2000) 

Like all systems, continuous improvement is cyclical in 

nature. The activities and experiences during the previous year 

and the learning and wisdom gained through the self-assessment, analysis, and reflective processes serve to better inform 

the next planning process. The third assessment required of 

Head Start programs, the community assessment, is also a sig26 July 2003/Issue 76 
(Adapted from the Head Start 

Program Performance Standards, ACYFFigure 1 

nificant influence in the planning process. It focuses on whether 

the program is being responsive to the needs of the participants—the eligible children and their families. 

An integral part of the outcomes paradigm is the development of a logic model, linking certain activities with certain 

results. Coupling the results of the program’s child outcomes 

IM-0018-18, and PRISM 2003.) 

with current research findings, each program must ask several 

questions during the initial part of the planning process: What 

do we need to keep doing? What do we need to do more of? 

Less of? What do we need to add? What do we need to stop 

doing? What do we need to modify in some way? 

The child outcomes initiative has created a powerful 

Head Start Bulletin 27 
CHILD OUTCOMES EQUALS CONTINUOUS IMPROVEMENT 

Regulatory Foundations for the Continuous Improvement Cycle 

Head Start Program Performance Standards 

1304.51(a)(1) 

1304.51(a)(1)(i) and 

1305.3 

1304.51(a)(1)(ii) 

1304.51(a)(1)(iii) 

1304.51(g) 

1304.51(h) 

1304.51(h)(1) 

1304.51(i) 

1304.51(i)(1) 

1304.51(i)(2) 

ACYF-IM-HS-00-18 

Systematic, ongoing program planning process— 

• community assessment 

• goals and objectives consistent with community 

assessment, EHS/HS philosophy, self-assessment results 

• written plans 

Efficient, effective record-keeping systems 

Efficient, effective reporting systems— 

• control quality 

• maintain accountability 

• advise governing bodies and staff 

Program self-assessment and monitoring the effectiveness and 

progress— 

• in meeting goals and objectives 

• in implementing Federal regulations 

Establish and implement ongoing monitoring procedures 

Purpose— 

steps for incorporating child outcomes in self-assessment 

resources on outcomes-based self-assessment 

Goals— 

• enhance self-assessment and continuous improvement by 

incorporating outcomes data 

• improve and connect child assessment and self-assessment 

systems 

Objectives include incorporating child outcome data into selfassessment and continuous improvement process. 

Step 7—Incorporating child outcome data 

Data analysis on patterns of child outcomes incorporated into 

self-assessment system reported to staff and governing bodies 

Data considered in conjunction with other self-assessment 

findings— 

• planning for program improvements (training, mentoring, 

supervision) 

• improvement in curriculum 

• reallocation of resources 

• involvement of volunteers and partners 

• supporting families in enhancing learning and 

development 

• planning for transitions into elementary schools 

mechanism for Head Start pro-


grams to continuously improve


the quality of their services to


children and their families. It


insures that the curriculum is


enhancing and supporting each


child’s development in all


domains and that the ongoing


child assessment process provides


useful measures of each child’s


development. In addition, the


effectiveness of the planning,


record-keeping, reporting, infor­


mation management, and self-


assessment systems continues to


improve in order to better sup-


port the child outcomes system


and to respond to the informa­


tion provided by the data and its


analysis. ■


REFERENCES


Mezirow, J. & Associates. 2000. 


Learning as transformation: 

Critical perspectives on a 

theory in progress. San 

Francisco: Jossey-Bass. 

Jeff Hoffman is Nebraska State


Liaison, Community


Development Institute/Head


Start Quality Improvement


Center, Region VII. 


T: 402-484-0265, E:


JefKHoffman@cs.com.


JoAn Knight Herren is Chief, T/TA


Branch, Head Start Bureau. 


T: 202-205-8566, 


E: jherren@acf.hhs.gov.


28 July 2003/Issue 76 
ARE YOU READY FOR THE NRS? 

Head Start Bulletin 29 

We use a comprehensive, written 

curriculum as defined in the Head Start 

Program Performance Standards, and we... 

– effectively implement the curriculum in 

daily practice 

– include learning experiences designed to support 

the eight developmental domains of the Head Start 

Child Outcomes Framework, including the 13 

Congressionally mandated early language, 

literacy, and math outcomes 

– inform other staff and parents about the curriculum 

goals and approach 

We implement a well-defined, clearly 

understood system for child screening, and 

we... 

– use a standardized, valid, reliable tool(s) 

for screening 

– complete screenings within 45 days of enrollment 

– make timely referrals, as necessary, based upon 

screening results 

We use a systematic approach for ongoing 

observation and assessment of children’s 

progress, and we... 

– understand the difference between screening 

and ongoing assessment 

– use appropriate tool(s) that are compatible with 

our curriculum 

– follow all required procedures of the system 

– track the progress of children in all eight 

developmental domains of the Child Outcomes 

Framework and as reflected in the Program 

Performance Standards 

– include assessment of child progress in the 13 

Congressionally mandated areas 

– plan and implement group and individual 

curriculum experiences based upon changing 

knowledge of the children’s development 

and progress 

– work with parents as partners to individualize their 

child’s learning and share information on their 

child’s progress 

We comply with all requirements outlined 

in IM-18 and related to the 1998 

Congressional requirements for program 

accountability for child outcomes, and we... 

– take the information from our ongoing child 

assessment system (and other sources) at least 

three times a year in order to look at the progress 

of groups of children and at the progress and 

outcomes program-wide 

– study and analyze evidence from all sources as 

part of our program self-assessment process 

– use the information from our local child assessment 

of outcomes and from our program self-assessment 

to improve our program 

– share “how our children are doing” reports with 

staff, parents, the Policy Council, the governing 

body and others in the community 

We understand that the National Reporting 

System (NRS) supports the requirements of 

the 1998 Head Start Act and President 

Bush’s Good Start, Grow Smart initiative, 

and we... 

– understand that the NRS will add to the national 

picture of Head Start that includes information 

from the PRISM program monitoring, the PIR, 

and ongoing research such as FACES and the 

IMPACT Study 

– know that the NRS will NOT replace our local 

ongoing assessment or local outcomes reporting 

– understand that children with disabilities will be 

included in the NRS and that, when necessary, 

accomodations will be made 

– understand that English Language Learners will be 

included in the NRS 

– know that local programs will be responsible for 

assessing the children on the NRS items 

We are taking leadership in this new effort 

to strengthen Head Start, and we... 

– are committed to training our staff and to providing 

ongoing support as they prepare for and 

implement the NRS 

– are prepared to inform staff, parents, the Policy 

Council, the governing body, and others in the 

community about the NRS 

– are looking forward to using the NRS as another 

management tool to improve our program 

– know that change can be challenging and that it 

also means opportunity—we are positive and 

ready to move ahead! 

Michele Plutro is Staff Assistant and Education Specialist, 

Head Start Bureau. 

Thanks to Marce Verzaro-O’Brien, Director, Region IV, Quality 

Improvement Center for her earlier writing in the area of child assessment. 

Take a look at these items and think about the status of your program and its readiness for the National Reporting 

System. Programs are likely to be at different points. 

continue to work on them! by Michele Plutro 

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A HEAD START BULLETIN PULL - OUT ISSUE 76 

T: 202-205-8912; E: mplutro@acf.hhs.gov 

For those items you’ve marked “in progress” or “not yet,” 

Be sure to celebrate your “definite” achievements! 

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30 July 2003/Issue 76 

¿ESTÁN LISTOS PARA EL NRS? 

Usamos un currículo escrito e integral como 

lo definen las Normas de Ejecución del 

Programa Head Start, y... 

– aplicamos el currículo de manera efectiva en las 

prácticas diarias; 

– incluimos las experiencias de aprendizaje que se 

han diseñado para respaldar los 8 dominios 

establecidos en el Marco de resultados del niño en 

Head Start, incluidos los 13 resultados exigidos 

obligatoriamente por el Congreso en materia de 

desarrollo lingüístico temprano, alfabetización y 

matemáticas; 

– informamos a otros miembros del personal y a los 

padres sobre nuestras metas en relación al 

currículo y sus métodos. 

Aplicamos un sistema claro de entender y 

bien definido para los exámenes 

preliminares, y... 

– usamos una herramienta estandarizada, válida y 

confiable (o varias) para los exámenes 

preliminares; 

– completamos los exámenes preliminares dentro de 

45 días de haberse matriculado el niño; 

– realizamos remisiones oportunas, cuando 

corresponde, basándonos en los resultados 

obtenidos de dichos exámenes. 

Utilizamos un método sistemático para la 

observación y evaluación continua del 

progreso de los niños, y... 

– entendemos la diferencia entre examen preliminar 

y evaluación continua; 

– usamos herramientas apropiadas que son 

compatibles con nuestro currículo; 

– seguimos todos los procedimientos requeridos del 

sistema; 

– seguimos sistemáticamente el progreso que han 

realizado los niños en los ocho dominios de 

desarrollo establecidos en el Marco de resultados 

del niño y según lo estipulan las Normas de 

Ejecución del Programa; 

– incluimos la evaluación continua del progreso que 

han realizado los niños en las 13 áreas exigidas 

obligatoriamente por el Congreso; 

– planificamos y llevamos a cabo experiencias del 

currículo a nivel individual y de grupo a medida 

que vamos adaptando nuestros conocimientos al 

desarrollo y progreso de los niños; 

– trabajamos como socios con los padres para 

individualizar el aprendizaje del niño y compartir 

información sobre los avances que éste haya 

realizado. 

Cumplimos con todos los requisitos 

delineados en el Memorándum IM-18 y que 

se relacionan con los requisitos exigidos por 

el Congreso en 1998 sobre la 

responsabilidad funcional de los programas 

por los resultados del niño, y... 

– obtenemos la información de nuestro sistema de 

evaluación continua del niño (y de otras fuentes) 

por lo menos tres veces al año, con el fin de 

analizar el progreso que hayan realizado algunos 

grupos de niños y el progreso y los resultados 

observados en todas las áreas del programa; 

– estudiamos y analizamos las pruebas derivadas de 

todas las fuentes como parte del proceso de 

autoevaluación de nuestro programa; 

– utilizamos la información a partir de la evaluación 

de resultados del niño a nivel local y a partir de la 

autoevaluación de nuestro programa, a fin de 

mejorarlo; 

– compartimos los informes sobre "el rendimiento 

escolar de nuestros niños" con el resto del 

personal, los padres, el consejo de políticas, el 

cuerpo directivo y otros grupos de la comunidad. 

Entendemos que el Sistema Nacional de 

Información Evaluativa (NRS) respalda los 

requisitos planteados en la Ley de Head 

Start de 1998 y en la iniciativa Good Start, 

Grow Smart (Buen comienzo, buen futuro) 

del Presidente Bush, y... 

– entendemos que el NRS pasará a ser una parte 

integral del panorama nacional del programa 

Head Start y que incluirá información sobre la 

supervisión federal PRISM, el Informe de Datos 

Actualizados del Programa (PIR), y sobre la 

investigación continua, como lo son FACES e 

IMPACT; 

– sabemos que el NRS NO reemplazará nuestra 

evaluación local en curso o los informes de los 

resultados que se hayan generado a nivel local; 

– entendemos que en el NRS se incluirá a los niños 

con discapacidades y, si la situación lo requiere, se 

realizarán los arreglos que sean necesarios; 

– entendemos que en el NRS se incluirá a los niños 

que están aprendiendo inglés; 

– sabemos que los programas locales tendrán la 

responsabilidad de evaluar a los niños en los 

distintos puntos de este Sistema Nacional de 

Información Evaluativa. 

Vamos a la cabeza en liderar estas nuevas 

gestiones para fortalecer a Head Start, y... 

– nos hemos fijado el compromiso de capacitar a 

nuestro personal y de entregar un apoyo continuo 

a medida que se preparan y ponen en marcha el 

NRS; 

– estamos preparados para informarle sobre el NRS 

a todo el personal, los padres, el consejo de 

políticas, el cuerpo directivo y a otros grupos de la 

comunidad; 

– esperamos ansiosos poder usar el NRS como otra 

herramienta de gestión que nos permita mejorar 

nuestro programa; 

– sabemos que el cambio puede representar un reto, 

pero que también significa oportunidades y 

¡estamos con buena disposición y listos para seguir 

adelante! 

Michele Plutro es Funcionaria adjunta y especialista de educación en el Head 

Start Bureau. Su teléfono es 202-205-8912; su correo electrónico es: 

mplutro@acf.hhs.gov. Nuestros agradecimientos a Marce Verzaro-O'Brien, 

Directora del Centro para el Mejoramiento de la Calidad de la Región IV, por 

sus previos aportes en materia de evaluación infantil. 

Observen los puntos siguientes y piensen en la situación específica de su programa y en qué tan preparados se encuentran para 

instituir el Sistema Nacional de Información Evaluativa. Es probable que los programas se encuentren en distintas etapas. Si 

han marcado "en proceso" o "aún no" en algunos de los puntos, asegúrense de continuar trabajando en esas áreas. También 

cerciórense de celebrar sus logros en aquellos puntos en que marcaron "absolutamente". Por Michelle Plutro 

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Aún no 

HOJA DESPRENDIBLE DEL BOLETÍN DE HEAD START Número 76 

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RESOURCES 

Compiled by Nanette Lofaro 

Whether you are at the point where you 

just want to “learn a little more” about 

child outcomes or you are just “starting 

out,” having a really good list of 

resources to draw from is always helpful. 

Unfortunately, you may not always have 

the time to search for reports, articles, 

books, or other materials—or even know 

where to look. Another problem that you 

may encounter is discerning whether what 

you are finding is a “jewel” or “junk.” 

The resources highlighted in this article 

will help alleviate some of the guesswork 

and can serve as a foundation for expanding your knowledge base of materials on 

child outcomes. 

If you need help with resources, 

please contact the Head Start 

Information and Publication Center 

(HSIPC) toll-free number, 886-763-6481, 

from 7:30 a.m. to 6:00 p.m. E.S.T., and 

an Information Specialist will be glad to 

assist you. 

PRINT 

THE HEAD START CHILD OUTCOMES 

FRAMEWORK 

The Framework is intended to guide 

Head Start programs in their ongoing 

assessment of the progress and 

accomplishments of children, as well as 

assist programs in their efforts to analyze 

and use data on child outcomes in 

program self-assessment and continuous 

improvement. The Framework is 

composed of 8 general Domains, 27 

Domain Elements, and 100 examples of 

more specific Indicators of children’s 

WEBLIOGRAPHY 

The following Web sites about Head Start are additional 

resources for teachers, parents, and administrators 

1 www.headstartinfo.org/publications/im03/im03_07.htm 

This Web site contains the ACYF-IM-HS-03-07—Head Start National Reporting 

System on Child Outcomes—issued on June 26, 2003. The IM includes 

information on training, implementation, and financial support for NRS activities. 

2 www.step-net.org 

The STEP-Net Portal is a Web-based tool intended to help users find resources, 

communicate with members of the Head Start early literacy community, and 

access tools developed for Mentor-Coach Specialists and Early Literacy MentorCoaches. Materials from the Head Start conference for STEP Early Literacy 

Mentor-Coaches (November 2002) and from the Head Start conference, 

Promoting Social-Emotional Competence through Mentor-Coaching (January 

2003), are available. Some information and resources are in Spanish. 

3 www.acf.hhs.gov/programs/sehub/inform0901.htm 

This Web site features the Fall 2001 issue of The ACF Informer, the newsletter of 

the Administration for Children and Families, Southeast Regional Hub. It includes 

a lengthy discussion of Head Start’s child outcomes initiative. 

4 www.acf.hhs.gov/programs/core/index.html 

The Administration for Children and Families, Child Outcomes Research and 

Evaluation (CORE) Web site contains many full-text reports and information on 

current research. 

5 www.acf.hhs.gov/programs/core/ongoing_research/hs/hs.html 

The Ongoing Research site from the Administration for Children and Families, 

Child Outcomes Research and Evaluation (CORE) team makes available current 

research projects by topic, such as Head Start and child care. Projects include 

large research studies, research consortia (research partnerships), and working 

groups supported by CORE. 

6 www.acf.hhs.gov/programs/core/ongoing_research/hs/impact_intro.html 

This Web site features the Head Start Impact Study. This Congressionally 

Head Start Bulletin 31 
WEBLIOGRAPHY 

Continued from page 31 

mandated, longitudinal study of the impact of Head Start involves 5,000-6,000 

3- and 4-year-old children from a stratified, national sample of grantees and 

delegate agencies. Children in the study will be randomly assigned prior to 

enrollment to either a treatment group (which receives Head Start services) or a 

comparison group (which does not receive Head Start services). 

7 www.acf.hhs.gov/programs/core/ongoing_research/faces/ 

faces_pres_papers.html 

The Head Start FACES (2000): A Whole-Child Perspective on Program 

Performance—Fourth Progress Report is available at this Web site. The Family and 

Child Experiences Survey (FACES) is a national, longitudinal study designed to 

examine child outcomes and program quality. In both 1997 and 2000, direct 

assessments were collected from nationally representative samples of 

approximately 3,000 children. Teachers, staff, and parents were interviewed; 

observations of classroom quality were made. Findings from both cohorts of 

FACES show that Head Start children's social skills improve and that they make 

more progress than the typical preschool-age child on vocabulary and early 

writing measures, but still fall short of national averages. Observed classroom 

quality continues to be good. Higher teacher salaries, use of an integrated 

curriculum, and parent involvement are linked to child outcomes. Another cohort 

is being launched in Fall 2003. 

8 www.acf.hhs.gov/programs/hsb2/biblio/index.jsp 

The Web site for the Annotated Bibliography of Head Start Research offers a 

searchable database of lengthy abstracts of excellent research-based articles and 

reports. This edition of the Annotated Bibliography has over 3,100 entries that 

span 38 years of Head Start research. 

skills, abilities, knowledge, and 

behaviors. The Framework is based on 

the Head Start Program Performance 

Standards, Head Start Program 

Performance Measures, provisions of the 

Head Start Act as amended in 1998, 

advice of the Head Start Bureau 

Technical Work Group on Child 

Outcomes, and a review of documents 

on the assessment of young children and 

early childhood program accountability 

from a variety of state agencies and 

professional organizations. 

(Note that in the Framework, a star 

(✫) marks the 4 specific Domain Elements 

and 9 Indicators that are legislatively 

RESOURCES 

mandated.) See www.hsnrc.org/ 

hsnrc/CDI/COF.cfm#top 

The Spanish version of the Head 

Start Child Outcomes Framework is 

available on the Migrant and Seasonal 

Head Start Quality Improvement Center 

Web site at www.mhsqic.org/ 

spandocs/spandocs.htm. 

A revised Head Start Path to Positive 

Child Outcomes, which includes the 

Child Outcomes Framework, is currently 

in press. Advance bulk orders are being 

accepted at the HSIPC warehouse. To 

place an advance order, send an e-mail 

to puborder@headstartinfo.org or call 

1-866-763-6481. 

THE HEAD START LEADER’S GUIDE TO 

POSITIVE CHILD OUTCOMES 

This document provides a 

comprehensive set of instructional 

strategies to foster children’s progress 

toward the learning and development 

goals in the Head Start Child Outcomes 

Framework. There are chapters on 

each Domain and on Adaptations for 

Individual Children. The Guide is 

currently in press. 

Advance bulk orders are being 

accepted at the HSIPC warehouse. To 

place an advance order, send an email 

to puborder@headstartinfo.org or phone: 

1-866-763-6481. 

Nanette Lofaro is Deputy Director, Head


Start Information and Publication


Center. T: 202-737-1030; 


E: nanettel@headstartinfo.org.


32 July 2003/Issue 76 
Continued from Developing the National Reporting System, page 12 

dures, and the reporting mechanisms. We appreciate the contributions from Head Start, early childhood, and research leaders 

in this unprecedented development of a system to collect and use 

child outcomes information as a new Head Start management 

and accountability tool. 

In closing, the National Reporting System is a work-inprogress. We continue to consult with experts, Head Start 

leaders, program staff, and parents as we design, analyze, 

understand, and use the NRS. We will evaluate pilot efforts 

to utilize the first year of NRS information along with other 

sources of information about the quality and outcomes of 

Head Start programs. As we build upon the initial experiences 

with the NRS efforts, we will broaden the measures of child 

outcomes and accomplishments and develop procedures in 

other languages spoken by Head Start children. 

The Head Start Bureau’s commitment is to design and 

implement the NRS to benefit Head Start programs and the 

children and families we serve. ■ 

Tom Schultz is Special Assistant to the Associate Commissioner, 

Head Start Bureau. T: 202-205-8323, E: tschultz@acf.hhs.gov. 

Continued from Head Start Children with Disabilities, page 17


because of concerns about how well the child might perform on


the NRS or on other assessments of progress conducted


locally or nationally. The progress that Head Start children


with disabilities make toward their IEP objectives—even if these


accomplishments are not captured in the NRS measures—are


important outcomes of their Head Start 


participation. 


Communicate with Parents 

THE ACTIVE AND INFORMED PARTICIPATION of parents in their 

child’s Head Start experiences requires programs to thoroughly 

orient parents. This would include clear descriptions of the 

assessment, how NRS results will be reported and used, and 

the confidentiality and informed consent procedures that 

will be implemented. For parents of children with disabilities, 

this may require some additional attention to assure they fully 

understand how NRS procedures and results are distinct from 

the evaluations and progress reports associated with their 

child’s IEP. 

Communicate with Your Local Education 

Agency Partners 

IN YOUR PROGRAM’S ONGOING COMMUNICATION with your local 

education agency partners, it would be helpful for your staff to 

introduce the NRS procedure and goals to the appropriate LEA 

personnel. 

This is an opportunity to clarify that the NRS will be used 

to provide information on the progress of groups of Head Start 

children and will not provide information on an individual 

child’s progress. As described above, ongoing assessment results 

and the monitoring of progress on the IEP are the information 

sources for transition planning for individual children. 

Explore what your school partners may have underway to 

improve early reading instruction for preschool children. There 

is an increased expectation that early, evidence-based interventions can prevent many more instances of reading failure (Snow, 

Burns, & Griffin 1998). Improving children’s early reading success can help more children escape a cycle of frustration, diminished motivation, and poor performance that often results in 

their being identified as needing special education in the primary 

grades. 

REFERENCES


Snow, C.E., S.E. Burns, & P. Griffin, eds. 1998. Preventing read­


ing difficulties in young children. Washington, D.C.: 

National Academy Press. Also available at 

search.nap.edu/readingroom/books/reading/#sum 

Jim O’Brien is Program Specialist, Health and Disabilities Branch, 

Head Start Bureau. T: 202-205-8646, E: jobrien@acf.hhs.gov. 

Head Start Bulletin 33 
Summer Training of Trainers for the Full


National Implementation of the NRS


The training-of-trainers workshops will be conducted in selected cities throughout 

Summer 2003. Participants will be Head Start staff from each program who will, in 

turn, train staff at their local program on the NRS procedures. One representative from 

a grantee or delegate agency with up to 400 children ages 4 to 5 will attend; an 

additional representative will attend for each additional group of up to 400 children 

ages 4 to 5. The 21⁄2- day training will focus on the goals of the NRS, the administration of the child assessment, the entering of data into the computer-based reporting 

system, and suggested techniques to train the local Head Start staff on the NRS. An 

update on summer training for the NRS is available at 

www.esilsg.org/NRStraining/index.htm. This Web site also contains the June 5 satellite 

broadcast from the Head Start Bureau about the NRS. 

www.headstartinfo.org/publications/im03/im03_07.htm 

This Web site contains the ACYF-IM-HS-03-07—Head Start National Reporting System 

on Child Outcomes issued on June 26, 2003. The IM includes information on the 

training, implementation, and financial support for NRS activities. 

Improving Head Start ■ The Head Start Outcomes Framework ■ Bilinugual Parent/Teacher Tear-Away: Bring on the NRS! 

U.S. Department of


Health and Human Services


ACF/ACYF/HSB


Washington, DC 20201


OFFICIAL BUSINESS


Penalty for private use $300