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Outcomes Measures:
"OUTCOMES ARE SIMPLY A STATEMENT of where we are… not good or bad. What
happens next?"
From The Head Start Path to Positive Child Outcomes,
updated Summer 2003)
LANGUAGE DEVELOPMENT
 | Listening & Understanding
 | 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. *
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| For non-English-speaking children, progresses in listening to
and
understanding English. *
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| Speaking & Communicating
| 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. *
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| 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. * |
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LITERACY
| Phonological Awareness *
| 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. *
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| Book Knowledge & Appreciation *
| 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.
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| Print Awareness & Concepts *
| 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. *
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| Early Writing
| 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.
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| Alphabet Knowledge
| Shows progress in associating the names of letters with their shapes and
sounds. |
| Increases in ability to notice the beginning letters in familiar words.
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| 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. *
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MATHEMATICS
| Number & Operations *
| 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.
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| Geometry & Spatial Sense
| 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.
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| Builds an increasing understanding of directionality, order, and
positions of objects, and words such as up, down, over, under, top, bottom,
inside, out-side, in front, and behind.
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| Patterns & Measurement
| 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.
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SCIENCE
| Scientific Skills & Methods
| 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.
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| Scientific Knowledge
| 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.
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| 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.
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CREATIVE ARTS
| Music
| 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.
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| Art
| 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.
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| Movement
| 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.
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| Dramatic Play
| 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.
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SOCIAL & EMOTIONAL DEVELOPMENT
| Self-Concept
| 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.
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| Self-Control
| Shows progress in expressing feelings, needs, and opinions in difficult
situations and conflicts without harming themselves, others, or property.
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| 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.
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| Cooperation
| 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.
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| Social Relationships
| 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.
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| Knowledge of Families & Communities
| 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.
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| Begins to express and understand concepts and language of geography in
the contexts of the classroom, home, and community.
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APPROACHES TO LEARNING
| Initiative & Curiosity
| Chooses to participate in an increasing variety of tasks and activities.
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| 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.
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| Engagement & Persistence
| 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.
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| Reasoning & Problem Solving
| 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.
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PHYSICAL HEALTH & DEVELOPMENT
| Gross Motor Skills
| 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.
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| Fine Motor Skills
| 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.
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| Health Status & Practices
| 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.
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OUTCOMES MEASURING TOOL:
NRS-Administered in Fall and Spring
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.
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.
EARLY MATH addresses child outcomes in numbers and
operations. The math skills assessed include recognizing one-digit 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.
PROGRESS MONITORING MEASURE:
HRL-PREP: On-going monitoring
The HighReach Learning
Progress Reporting & Evaluation
Program (HRL-PREP) is a fully integrated tracking procedure
that links curriculum with on-going observation and evaluation of progress!
HighReach Learning developed this component to make your life easier and improve
the effectiveness of instruction.
The HRL-PREP program works with our Framework and Butterflies curricula. HRL-PREP
allows you to track child progress on 54 learning objectives as well as access
planning activities by objective and achievement level. The activities are
designed to help children move to the next achievement level.
Learning Objectives & Outcomes
Curriculum Goals – Assessment to support learning works best
when linked closely to the goals and objectives of your curriculum. The goals of
the Butterflies and Framework curricula are defined through a list of 54
HighReach Learning Objectives, which are organized into learning domains and
subskills. These objectives tie closely to the Head Start Path to Positive Child
Outcomes published in 2001.
Readiness Goals - Although content standards for readiness goals vary
from program to program, there are specific goals on which many early childhood
programs commonly focus. These goals are considered to be of primary importance
in building a foundation for school readiness. Selections from the HighReach
Learning Objectives were made to assess these skills, and reports can be
generated to provide overall pictures of progress in each of the thirteen
readiness goals.
Head Start Mandated Child Outcomes – Head Start has established
child outcomes in 8 domains, with 27 domain elements, and 100 indicators.
Participating in the HighReach Learning Butterflies and Framework curricula
helps children make progress toward all of the outcomes. Thirteen of the domain
elements and indicators have been federally mandated.
CLASSROOM ENVIRONMENT TOOLS:
PRISM Health/Safety Checklist & Classroom Environment
Checklist
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