Head Start Child Outcomes Framework

This Framework (see pp 45-50) is intended to guide Head Start programs in their ongoing assessment of the progress and accomplishments of children and in 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 skills, abilities, knowledge, and behaviors. The Framework is based on the Head Start Performance Standards, Head Start 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 preschool. The Framework is intended to guide assessment of three- to five-year-old children–not infants, toddlers, and pregnant women enrolled in Early Head Start or Migrant Head Start programs.
• The Framework should guide agencies in selecting, developing, or adapting an instrument or set of tools for ongoing assessment of children's progress. It is not intended to be used directly as a checklist for assessing children.
• Every Head Start program should have a well-balanced child assessment system, aligned with their curriculum, that gathers data on children's progress in each of the eight Domains of learning and development. In addition, because they are legislatively mandated, programs must gather and analyze data on four specific Domain Elements and nine Indicators in various language, literacy, and numeracy skills, as indicated in bold type in the following chart.
• Information on children's progress on the Domains, Domain Elements, and Indicators can be obtained from multiple sources, such as teacher 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

DOMAIN: 1. LANGUAGE DEVELOPMENT

DOMAIN ELEMENTS: Listening and Understanding

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.

DOMAIN ELEMENTS: Speaking and Communicating

INDICATORS:

• 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.

DOMAIN: 2. LITERACY

DOMAIN ELEMENTS: Phonological Awareness

INDICATORS:

• 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.

DOMAIN ELEMENTS: Book Knowledge and Appreciation

INDICATORS:

• 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.
  

DOMAIN ELEMENTS: Print Awareness and Concepts

INDICATORS:

• 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 ELEMENTS: Early Writing

INDICATORS:

• 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.
  

DOMAIN ELEMENTS: Alphabet Knowledge

INDICATORS:

• 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.
  

DOMAIN: 3. MATHEMATICS

DOMAIN ELEMENTS: Numbers and Operations

INDICATORS:

• Demonstrates increasing interest in 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.

DOMAIN ELEMENTS: Geometry and Spatial Sense

INDICATORS:

• 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.

DOMAIN ELEMENTS: Patterns and Measurement

INDICATORS:

• 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.

DOMAIN: 4. SCIENCE

DOMAIN ELEMENTS: Scientific Skills and Methods

INDICATORS::

• 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.

DOMAIN ELEMENTS: Scientific Knowledge

INDICATORS:

• 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 body 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.

DOMAIN: 5. CREATIVE ARTS

DOMAIN ELEMENT: MUSIC

INDICATORS:

• 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.
  

DOMAIN ELEMENT: Art

INDICATORS:

• 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.
  

DOMAIN ELEMENTS: Movement

INDICATORS:

• 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.
  

DOMAIN ELEMENTS: Dramatic Play

INDICATORS:

• 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.
  

DOMAIN: 6. SOCIAL & EMOTIONAL DEVELOPMENT

DOMAIN ELEMENTS: Self-Concept

INDICATORS:

• 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.

DOMAIN ELEMENTS: Self-Control

INDICATORS:

• 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.

DOMAIN ELEMENTS: Cooperation

INDICATORS:

• 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.
  

DOMAIN ELEMENTS: Social Relationships

INDICATORS:

• 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.

DOMAIN ELEMENTS: Knowledge of Families and Communities

INDICATORS:

• 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 their classroom, home and community.
  

DOMAIN: 7. APPROACHES TO LEARNING

DOMAIN ELEMENTS: Initiative and Curiosity

INDICATORS:

• 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.
  

DOMAIN ELEMENTS: Engagement and Persistence

INDICATORS:

• 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.

DOMAIN ELEMENTS: Reasoning and Problem-Solving

INDICATORS:

• 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.
  

DOMAIN: 8. PHYSICAL HEALTH AND DEVELOPMENT

DOMAIN ELEMENTS: Fine Motor Skills

INDICATORS:

• 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.

DOMAIN ELEMENTS: Gross Motor Skills

INDICATORS:

• 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.
  

DOMAIN ELEMENTS: Health Status and Practices

INDICATORS:

• 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.

For more information on how to use the Outcomes Framework, see IM-00-18 on "Using Child Outcomes in Program Self-Assessment," August 10, 2000.