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pdf2016-2017 HEAD START PROGRAM INFORMATION REPORT
REPORTING REQUIREMENTS
The annual Head Start Program Information Report (PIR) must be completed by ALL programs funded by the federal
government to operate Head Start and Early Head Start programs. A separate PIR must be completed for each grantee
and each delegate agency. Separate reports must be completed for Head Start and Early Head Start Programs.
DEADLINE: The 2016-17 PIR is due no later than August 31, 2017
Programs are encouraged to submit their reports as soon as their enrollment year is complete.
Submitting
the PIR
All programs are required to submit PIR data electronically using the Head Start Enterprise System
(HSES), located at http://hses.ohs.acf.hhs.gov/hsprograms.
Delegate programs will submit their PIR through HSES to their grantee agency for review and approval.
When all of an agency’s PIRs are complete, grantees will submit the PIRs through HSES to the Office of
Head Start.
There are three steps to submitting the PIR:
1. Input or upload the PIR, review and answer all questions
2. Use the system validation functions to check the program’s PIR for errors and make any necessary
corrections
3. If validation is successful, mark the PIR complete
Guidance
and
Reference
Materials
2016-2017 PIR Guidance and Reference materials are available at http://eclkc.ohs.acf.hhs.gov/pir.
Instructions and definitions in the report can be activated and deactivated by selecting the “Hide” and
“Show” buttons at the top of each PIR section.
Frequently Asked Questions are answered at http://eclkc.ohs.acf.hhs.gov/pir.
Programs are encouraged to reference this copy of 2016-2017 PIR Form as they are preparing their data
for submission.
There are no changes in the 2016-2017 Program Information Report (PIR) from the 2015-2016 form.
Assistance
and
Support
Please contact the HSES Help Desk at [email protected] or (866) 771-4737 if you require assistance with
reporting.
The Paperwork Reduction Act of 1995 (Public Law 104-13) Public reporting burden for this collection of information is estimated to average 4 hours per
response, including the time for reviewing instructions, gathering and maintaining the data needed, and reviewing collection information. The
project description is approved under the Office of Management and Budget (OMB) control number 0970-0427 with expiration date X/XX/
XXXX. An agency may not collect or sponsor and a person is not required to respond to, a collection of information unless it displays a
currently valid OMB control number.
2016-2017 PIR Form (Version 1.0, March 2017)
Page 1
CONTENTS
The table of contents and other links referenced in this document are active and can be used to navigate.
In PDF format the table of contents entries are also Bookmarks.
A. Program Information ......................................................................................................................... 4
General Information ................................................................................................................................................... 4
Enrollment Year ......................................................................................................................................................... 5
Enrollment dates ........................................................................................................................................... 5
Funded Enrollment ..................................................................................................................................................... 6
Funded enrollment by funding source........................................................................................................... 6
Funded enrollment by program option – children ......................................................................................... 7
Funded enrollment of pregnant women (EHS programs) ............................................................................. 8
Funded enrollment at child care partner ....................................................................................................... 8
Classes....................................................................................................................................................................... 9
Cumulative Enrollment ............................................................................................................................................... 9
Children by age ............................................................................................................................................. 9
Pregnant women (EHS programs) ................................................................................................................ 9
Total cumulative enrollment ........................................................................................................................ 10
Type of eligibility.......................................................................................................................................... 10
Prior enrollment ........................................................................................................................................... 11
Transition and turnover (HS programs) ...................................................................................................... 11
Transition and turnover (EHS programs) .................................................................................................... 12
Transition and turnover (Migrant programs) ............................................................................................... 13
Child care subsidy ....................................................................................................................................... 13
Ethnicity and race ........................................................................................................................................ 14
Primary language of family at home ........................................................................................................... 15
Transportation .......................................................................................................................................................... 16
Transportation services ............................................................................................................................... 16
Buses .......................................................................................................................................................... 16
Record Keeping ....................................................................................................................................................... 17
Management information systems .............................................................................................................. 17
B. Program Staff & Qualifications....................................................................................................... 18
Total Staff ................................................................................................................................................................. 18
Staff by type ................................................................................................................................................ 18
Total Volunteers ....................................................................................................................................................... 19
Volunteers by type ...................................................................................................................................... 19
Management Staff .................................................................................................................................................... 19
Management staff – salaries ....................................................................................................................... 19
Coordination of services.............................................................................................................................. 20
Child Development Staff .......................................................................................................................................... 21
Child development staff qualifications - preschool classroom and assistant teachers (HS and Migrant
programs) .................................................................................................................................................... 21
Child development staff qualifications - infant and toddler classroom and assistant teachers (EHS and
Migrant programs) ....................................................................................................................................... 24
Child development staff qualifications - home-based and FCC .................................................................. 27
Non-Supervisory Child Development Staff .............................................................................................................. 30
Child development staff – classroom teacher salary by level of education ................................................ 30
Child development staff – average salary ................................................................................................... 30
Child development staff – ethnicity and race .............................................................................................. 31
Child development staff – language ............................................................................................................ 32
Child development staff – classroom teacher turnover ............................................................................... 33
Child development staff – home-based visitor turnover.............................................................................. 33
Family & Community Partnerships Staff .................................................................................................................. 34
Number of family and community partnerships staff................................................................................... 34
Family and community partnerships staff qualifications ............................................................................. 35
Education & Child Development Management Staff ................................................................................................ 36
2016-2017 PIR Form (Version 1.0, March 2017)
Page 2
Education & child development managers/coordinators qualifications ....................................................... 36
C. Child & Family Services................................................................................................................. 38
Health Services ........................................................................................................................................................ 38
Health insurance – children ........................................................................................................................ 39
Health insurance - pregnant women (EHS programs) ................................................................................ 39
Medical ........................................................................................................................................................ 40
Medical home - children ................................................................................................................. 40
Medical services – children ............................................................................................................ 41
Body Mass Index (BMI) – children (HS and Migrant programs) .................................................... 42
Immunization services - children .................................................................................................... 42
Pregnant women – services (EHS programs) ............................................................................... 43
Pregnant women – prenatal health (EHS programs) ..................................................................... 43
Dental .......................................................................................................................................................... 43
Dental home – children .................................................................................................................. 43
Preschool dental services (HS and Migrant programs) ................................................................. 44
Infant and toddler preventive dental services (EHS and Migrant programs) ................................. 44
Pregnant women dental services (EHS programs)........................................................................ 44
Mental Health Services ............................................................................................................................................ 45
Mental health professional .......................................................................................................................... 45
Mental health services ................................................................................................................................ 45
Mental health referrals ................................................................................................................................ 45
Disabilities Services ................................................................................................................................................. 46
Preschool disabilities services (HS and Migrant programs) ....................................................................... 46
Infant and toddler Part C early intervention services (EHS and Migrant programs) ................................... 46
Preschool primary disabilities (HS and Migrant programs)......................................................................... 47
Education and Development Tools/Approaches ...................................................................................................... 48
Screening .................................................................................................................................................... 48
Assessment ................................................................................................................................................. 49
Curriculum ................................................................................................................................................... 50
Staff-child interaction observation tools ...................................................................................................... 52
Family and Community Partnerships ....................................................................................................................... 53
Number of families ...................................................................................................................................... 53
Employment ................................................................................................................................................ 54
Federal or other assistance ........................................................................................................................ 54
Job training/school ...................................................................................................................................... 55
Parent/guardian education .......................................................................................................................... 55
Family services ........................................................................................................................................... 56
Father engagement ..................................................................................................................................... 57
Homelessness services .............................................................................................................................. 57
Foster care and child welfare ...................................................................................................................... 57
Collaboration agreements and community engagement ............................................................................ 58
Child care partners ......................................................................................................................... 58
Local education agency (LEA) ....................................................................................................... 58
Public school pre-kindergarten programs ...................................................................................... 58
Part C agencies .............................................................................................................................. 59
Child welfare agencies ................................................................................................................... 59
D. Appendix ....................................................................................................................................... 60
Reference Links ....................................................................................................................................................... 60
2016-2017 PIR Form (Version 1.0, March 2017)
Page 3
A. PROGRAM INFORMATION
GENERAL INFORMATION
The General Information data already exists in HSES. HSES provides the ability for programs to update this information as changes occur.
Programs are asked to verify the accuracy and, if necessary, complete or update the following information.
Program Information
HSES Data
Program Information
Grant Number
Value Options
Delegate Number
Note:
Programs can make
changes to Agency
Type and Agency
Description, if
incorrect, by sending
an email to the HSES
Help Desk at
[email protected]
and copying the
assigned Program
Specialist.
Program Type
Head Start
Early Head Start
Migrant & Seasonal Head Start
Community Action Agency (CAA)
School System
Charter School
Private/Public Non-Profit (Non-CAA) (e.g.,
church or non-profit hospital)
Private/Public For-Profit (e.g. for-profit hospitals)
Government Agency (Non-CAA)
Tribal Government or Consortium (American
Indian/Alaska Native)
A secular or non-religious agency
A religiously affiliated agency or organization
providing essentially secular services
Grantee that directly operates program(s) and
has no delegates
Grantee that directly operates programs and
delegates service delivery
Grantee that maintains central office staff only
and operates no program(s) directly
Grantee that delegates all of its programs; it
operates no programs directly and maintains no
central office staff
Delegate agency
Program Name
Program Address
Program City, State, Zip Code (5+4)
Program Phone Number
Program Fax Number
Head Start or Early Head Start Director
Name
Head Start or Early Head Start Director
Email
Agency Email
Agency Web Site Address
Name and Title of Approving Official
DUNS Number (if available)
Agency Type
Agency Affiliation
Agency Description
2016-2017 PIR Form (Version 1.0, March 2017)
Page 4
ENROLLMENT YEAR
Enrollment dates
Instructions
and
Definitions
Enrollment Year - The period of time, not to exceed 12 months, during which the program provides
direct child development services to a group of children and their families. Enrollment Years, also
sometimes called Program Years, do not need to align with budget period dates.
Full-year options - Although full-year programs run continuously, such programs need to define a
12-month period as their Enrollment Year for reporting PIR data.
Since the 2016-2017 PIR is due August 31, 2017, the Enrollment End Date should not be later than
this date. Year-round programs typically define their Enrollment Year as beginning and ending in the
summer, when programs may have significant turnover related to the school year.
Enrollment Start Date Enrollment End Date
Example 1:
08/01/2016
07/31/2017
Example 2:
07/15/2016
07/14/2017
Part-year options - Use the first and last dates on which classes and/or home visits begin and end
to specify the program’s Enrollment Year. Since the 2016-2017 PIR is due August 31, 2017, the
Enrollment End Date should not be later than this date.
Enrollment Start Date Enrollment End Date
Example 1:
08/17/2016
06/13/2017
Example 2:
09/08/2016
06/17/2017
Migrant programs - May report both Start and End Dates either in the same calendar year or in
different years, not to exceed a 12 month period. Any of the following Migrant program examples
would be acceptable:
Enrollment Start Date Enrollment End Date
Example 1:
06/06/2017
08/26/2017
Example 2:
08/10/2016
05/13/2017
Do not report on children and families enrolled for the first time that will begin services in the next
enrollment year.
A.1
Enrollment Year:
Date
(mm/dd/yyyy)
a. Start Date
b. End Date
2016-2017 PIR Form (Version 1.0, March 2017)
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FUNDED ENROLLMENT
Instructions
and
Definitions
Funded Enrollment is the total number of enrollees (children and pregnant women) the program was
funded to serve for the 2016-2017 enrollment year.
Head Start/Early Head Start Funded Enrollment - The total number of Head Start children and/or Early
Head Start children and pregnant women identified on the Grantee’s most recent Notice of Award (NOA).
Funded Enrollment from Non-Federal Sources - The total number of Head Start children and/or Early
Head Start children and pregnant women fully funded by a non-federal source who receive
comprehensive services in compliance with Head Start Program Performance Standards. This may
include, for example, slots funded by the state or local school district.
Funded Enrollment from the Maternal, Infant, and Early Childhood Home Visiting (MIECHV) Grant
Program (if EHS) – The total number of Early Head Start children and pregnant women funded through
the MIECHV grant program to receive services that follow the Early Head Start home visiting model and
are in compliance with the Head Start Program Performance Standards.
Funded enrollment in the PIR is reported at the program and delegate level.
Where “# of children / pregnant women” is used, it refers to:
The total number of children enrolled if entering data for a Head Start program.
The total number of children and pregnant women enrolled if entering data for an Early Head Start
program
Funded enrollment by funding source
A.2
Funded Head Start or Early Head Start Enrollment:
# of children /
pregnant women
a. Head Start/Early Head Start Funded Enrollment, as identified on NOA
b. Funded Enrollment from non-federal sources, i.e. state, local, private
c. Funded Enrollment from the MIECHV Grant Program, for Early Head Start services
2016-2017 PIR Form (Version 1.0, March 2017)
Page 6
Funded enrollment by program option – children
Instructions
and
Definitions
Refer to regulations on program options, 45 CFR 1302 Subpart B – Program Structure.
Report funded enrollment for the program option used for the greatest part of the year when more than
one program option is used with the same group of children. For example, programs with center-based
services in the school year (9 months) and home-based services for the summer months (3 months)
would report funded enrollment as center-based services. This example is an implementation of
consecutive program options in a single program year, not a combination option.
Center-based option - services provided to children primarily in classroom settings.
Full-day enrollment - services provided for more than 6 hours per day.
o
Full-working-day enrollment - services provided for not less than 10 hours per day as
permitted by State law (including regulation) for the provision of services.
o
Full-calendar-year - all the days of the year other than Saturday, Sunday, and a legal
public holiday.
Part-day enrollment - services provided for 6 hours or less per day
o
Double session option - option in which a single teacher is employed to work with one
group of children in the morning and a different group of children in the afternoon.
The double session option does not refer to a program that employs a teacher to work
with one group of children in the morning and a different teacher to work with a different
group of children in the afternoon, even if the same classroom space is used.
Home-based option - services provided to children, primarily in the child's home, through intensive work
with the child's parents and family as the primary factor in the growth and development of the child.
Combination option - services provided to children in both a center setting and through intensive work
with the child's parents and family at home.
The combination option does not refer to a program that operates a center-based option during
one part of the year and a home-based option during another part of the year (consecutively).
When consecutive program options are operating within the same program year, report funded
enrollment for the primary option.
For example, programs may operate center-based services for teen parents during the school year
and home-based services in the summer months. In this example, report the center-based option
funded enrollment and note the details of the home-based services in the question comments box.
Family child care option - services provided to children receiving child care primarily in the home of a
family child care provider or other family-like setting.
Full-working-day enrollment - services provided for not less than 10 hours per day as permitted
by State law (including regulation) for the provision of services.
Full-calendar-year - all the days of the year other than Saturday, Sunday, and a legal public
holiday.
Locally designed option - services provided through an alternative program variation that has been
formally approved by the Office of Head Start.
2016-2017 PIR Form (Version 1.0, March 2017)
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A.3
Center-based option - 5 days per week:
# of children
a. Full-day enrollment
1. Of these, the number available as full-working-day enrollment
a. Of these, the number available for the full-calendar-year
b. Part-day enrollment
1. Of these, the number in double sessions
A.4
Center-based option - 4 days per week:
# of children
a. Full-day enrollment
b. Part-day enrollment
1. Of these, the number in double sessions
A.5
Home-based option
A.6
Combination option
A.7
Family child care option
a. Of these, the number available as full-working-day enrollment
1. Of these, the number available for the full-calendar-year
A.8
Locally designed option
Funded enrollment of pregnant women (EHS programs)
# of pregnant women
A.9
Total number of pregnant women positions in funded enrollment
Funded enrollment at child care partner
Instructions
and
Definitions
Child Care Partners - An individual child care center, umbrella organization operating multiple child care
centers, child care resource and referral (CCR&R) network, or other entity with whom the Head Start
program has formal contractual agreements to provide child care services to enrolled children that meet
the Head Start Program Performance Standards.
Funded enrollment in child care partners may be through the center-based program option or through the
family child care program option. A.10 only includes the center-based program option. The funded
enrollment in the family child care program option is already reported in A.7. The system will calculate
A.11, total funded enrollment in partners, by adding A.7 and A.10.
# of children
A.10 Funded enrollment at child care partners in the center-based program option
Include only those children served through a partner organization; not those in your own program’s extended day or wrap-around care.
A.11 Total funded enrollment at child care partners (A.10, center-based and A.7, family
child care program options)
2016-2017 PIR Form (Version 1.0, March 2017)
System calculates
total
Page 8
CLASSES
Instructions
and
Definitions
Class - A group of children that functions as a single unit, including preschool, infants/toddlers, and
mixed-age groupings.
Double Session Classes - Classes for which a single teacher is employed to work with one group of
children in the morning and a different group of children in the afternoon. Count each session as a
separate class. For example, if a program had 5 classes that operated mornings and 5 that operated
afternoons with the same 5 teachers, this would count as 10 classes.
Include both classes operated directly by Head Start and Early Head Start, as well as those operated by
child care partners.
# of classes
A.12 Total number of classes operated
a. Of these, the number of double session classes
CUMULATIVE ENROLLMENT
Children by age
Instructions
and
Definitions
Cumulative Enrollment - Include ALL children who have been enrolled in the program and have
attended at least one class or, for programs with home-based options, received at least one home visit.
Include ALL pregnant women who have been enrolled in the program and received Early Head Start
services.
Age of Child - Use the age of the child at the time of enrollment according to the date used by the local
school system in determining eligibility for public school.
A.13 Children by age:
# of children at
enrollment
a. Under 1 year
b. 1 year old
c. 2 years old
d. 3 years old
e. 4 years old
f. 5 years and older
Pregnant women (EHS programs)
# of pregnant
women
A.14 Cumulative enrollment of pregnant women
2016-2017 PIR Form (Version 1.0, March 2017)
Page 9
Total cumulative enrollment
# of children /
pregnant women
A.15 Total cumulative enrollment
System
calculates total
Type of eligibility
Instructions
and
Definitions
Report each enrollee only once, in A.16, by primary type of eligibility.
A.16 Report each enrollee only once by primary type of eligibility:
# of children /
pregnant women
a. Income below 100% of federal poverty line
b. Public assistance such as TANF, SSI
c. Status as a foster child - # children only
d. Status as homeless
e. Over income*
# of children
f. Number of children exceeding the allowed over income enrollment (as noted below) with
family incomes between 100% and 130% of the federal poverty line**
* Section 645(a)(1)(B)(iii)(I) of the Head Start Act specifies that programs may serve, to a reasonable extent, up to 10 percent of participants in the
area served who would benefit from such programs but who are not eligible due to options A.16.a through A.16.d above. Report in A.16.e above.
** Section 645(a)(1)(B)(iii)(II) of the Head Start Act specifies that programs may serve children whose families have incomes below 130% of the federal
poverty line if programs can demonstrate that all income-eligible children in their area are being served. This question applies only to those programs
that have met the requirements of the Head Start Act and have enrolled children below 130% of the federal poverty line. Report in A.16.f above.
* Section 645(d) of the Head Start Act specifies that AIAN programs may enroll participants who do not meet the low-income criteria, as long as these
participants comprise less than 50 percent of total enrollment. Report in A.16.e above.
* Section 645(a)(2) of the Head Start Act specifies that programs serving communities that meet these criteria may enroll participants who do not meet
the low-income criteria, as long as these participants comprise less than 50 percent of total enrollment. Report in A.16.e above.
A.17 If the program serves enrollees under A.16.f, specify how the program has demonstrated that all income-eligible
children in their area are being served.
Specify
2016-2017 PIR Form (Version 1.0, March 2017)
Page 10
Prior enrollment
Instructions
and
Definitions
Include children who were enrolled previously in Early Head Start, Head Start or some combination. For
example, a child enrolled at birth in Early Head Start who is now in his or her second year of Head Start
preschool should be counted in "Three or more years."
Prior enrollment includes only those children who, in their previous year of Head Start or Early Head
Start, were enrolled for at least half of the time that classes or home visits were in session.
A.18 Enrolled in Head Start or Early Head Start for:
# of children
a. The second year
b. Three or more years
Transition and turnover (HS programs)
Instructions
and
Definitions
HS Programs:
When counting the number of children who were enrolled less than 45 days, count from the date the child
began classes or, for home-based programs, the date home visits began. Grantees should include all
children who have been enrolled in the program and have attended at least one class. Programs with
home-based options should include children who have received at least one home visit during that
month.
# of children
A.19 Total number of preschool children who left the program any time after classes or home visits
began and did not re-enroll
a. Of the preschool children who left the program during the program year, the number of
preschool children who were enrolled less than 45 days
Instructions
and
Definitions
For Question A.19.b, report on all preschool children enrolled in Head Start at the end of the current
enrollment year. If a child left the program prior to the end of the current enrollment year, do not report on
that child.
# of preschool
children
A.19.b. Of the number of preschool children enrolled in Head Start at the end of the current enrollment
year, the number projected to be entering kindergarten in the following school year
2016-2017 PIR Form (Version 1.0, March 2017)
Page 11
Transition and turnover (EHS programs)
Instructions
and
Definitions
EHS Programs:
When counting the number of children who were enrolled less than 45 days, count from the date the child
began classes or, for home-based programs, the date home visits began. Grantees should include all
children who have been enrolled in the program and have attended at least one class. Programs with
home-based options should include children who have received at least one home visit during that
month.
Grantees should also include all pregnant women who have been enrolled in their program and received
Early Head Start services. Pregnant women who gave birth and subsequently enrolled their infant in an
Early Head Start program should NOT be included in turnover.
# of children
A.20 Total number of infants and toddlers who left the program any time after classes or home visits
began and did not re-enroll
a. Of the infants and toddlers who left the program above, the number of infants and toddlers who
were enrolled less than 45 days
b. Of the infants and toddlers who left the program during the program year, the number who
aged out of Early Head Start
1. Of the infants and toddlers who aged out of Early Head Start, the number who entered a
Head Start program
2. Of the infants and toddlers who aged out of Early Head Start, the number who entered
another early childhood program
3. Of the infants and toddlers who aged out of Early Head Start, the number who did NOT
enter another early childhood program
# of pregnant
women
A.21 Total number of pregnant women who left the program after receiving Early Head Start services
but before the birth of their infant, and did not re-enroll
A.22 Number of pregnant women receiving Early Head Start services at the time their infant was born
a. Of the pregnant women enrolled when their infant was born, the number whose infant was
subsequently enrolled in the program
b. Of the pregnant women enrolled when their infant was born, the number whose infant was
NOT subsequently enrolled in the program
2016-2017 PIR Form (Version 1.0, March 2017)
Page 12
Transition and turnover (Migrant programs)
Instructions
and
Definitions
Migrant Programs:
When counting the number of children who were enrolled less than 45 days, count from the date the child
began classes. Grantees should include all children who have been enrolled in the program and have
attended at least one class.
If the program operated for less than 45 days, do NOT include children who completed the program in
Turnover.
# of children
A.23 Total number of children who left the program any time after classes or home visits began and
did not re-enroll
a. Of the children who left the program during the program year, the number of children who were
enrolled less than 45 days
b. Of the children who left the program during the program year, the number of preschool children
who aged out, i.e. left the program in order to attend kindergarten
Child care subsidy
Instructions
and
Definitions
Report the number of enrolled children for whom the program and/or its partners received a child care
subsidy. Include all children who received services that met the Head Start Program Performance
Standards regardless of the funding source.
# of children
at end of
enrollment year
A.24 The number of enrolled children for whom the program and/or its partners received a child care
subsidy
2016-2017 PIR Form (Version 1.0, March 2017)
Page 13
Ethnicity and race
Instructions
and
Definitions
The Office of Head Start follows the U.S. Census Bureau in terms of data collection on race and ethnicity.
Each family should choose how to report their own ethnicity and race to the program for enrolled children
(and enrolled pregnant women, if EHS).
Each enrollee will be included in both an ethnicity category and a race category. For example, a family
that self-identifies their child as Black and Cuban will be counted in the “Black or African American AND
Hispanic or Latino origin,” Box A.25.c-1 below. A family that self-identifies their child as Chinese and not
Hispanic will be counted in the “Asian AND Non-Hispanic Non-Latino origin,” Box A.25.b-2 below.
Ethnicity
Hispanic or Latino origin - A person of Cuban, Mexican, Puerto Rican, South or Central American, or
other Spanish culture or origin, regardless of their race.
Race
American Indian or Alaska Native - A person having origins in any of the original peoples of North and
South America or Central America, and who maintains tribal affiliation or community attachment.
Asian - A person having origins in any of the original peoples of the Far East, Southeast Asia, or the
Indian subcontinent.
Black or African American - A person having origins in any of the Black racial groups of Africa.
Native Hawaiian or other Pacific Islander - A person having origins in any of the original peoples of
Hawaii, Guam, Samoa, or other Pacific Islands.
White - A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
Bi-Racial/Multi-Racial - A person of 2 or more races.
Other - A person reporting a race other than those listed.
Unspecified - A person whose race is unknown or whose parents declined to identify their race.
# of children / pregnant women
A.25 Race and Ethnicity
(1)
(2)
Hispanic or
Latino origin
Non-Hispanic or
Non-Latino origin
a. American Indian or Alaska Native
b. Asian
c. Black or African American
d. Native Hawaiian or other Pacific Islander
e. White
f. Biracial/Multi-racial
g. Other
1. Explain:
h. Unspecified
1. Explain:
2016-2017 PIR Form (Version 1.0, March 2017)
Page 14
Primary language of family at home
A.26 Primary language of family at home:
# of children /
pregnant women
a. English
b. Spanish
c. Native Central American, South American, and Mexican Languages (e.g., Mixteco, Quichean.)
d. Caribbean Languages (e.g., Haitian-Creole, Patois)
e. Middle Eastern & South Asian Languages (e.g., Arabic, Hebrew, Hindi, Urdu, Bengali)
f. East Asian Languages (e.g., Chinese, Vietnamese, Tagalog)
g. Native North American/Alaska Native Languages
h. Pacific Island Languages (e.g., Palauan, Fijian)
i. European & Slavic Languages (e.g., German, French, Italian, Croatian, Yiddish, Portuguese, Russian)
j. African Languages (e.g., Swahili, Wolof)
k. Other (e.g., American Sign Language)
1. Specify:
l. Unspecified (language is not known or parents declined identifying the home language)
2016-2017 PIR Form (Version 1.0, March 2017)
Page 15
TRANSPORTATION
Instructions
and
Definitions
Please read transportation questions carefully as responses are required from all programs, including
those that do not provide transportation.
Transportation services
Yes (Y) / No (N)
A.27 Does the program provide transportation to some or all of the enrolled children either directly or
through a formal contractual agreement with a transportation provider?
# of children
a. Number of children for whom transportation is provided
Buses
Instructions
and
Definitions
Include only buses purchased or leased with ACF grant funds that were used in the last program year to
support the operation of the Head Start or Early Head Start program
# of buses owned
A.28 Total number of buses owned by the program that were purchased with ACF grant funds and are
currently used to support program operations, regardless of year purchased
a. Of these, the number of buses purchased since last year’s PIR was reported
Yes (Y) / No (N)
A.29 Are any of the buses used by the program leased by the program itself?
# of buses leased
a. Number of buses leased
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RECORD KEEPING
Management information systems
Yes (Y) / No (N)
A.30 Does your program use a management information system to track enrollees, program services,
characteristics of families, and information on program staff?
If yes, list software programs primary tool first.
(1)
Name/title
(2)
Locally designed
Yes (Y) / No (N)
(3)
Web-based
Yes (Y) / No (N)
a. Enter name/title, if
locally designed,
and if web-based
b. Enter name/title, if
locally designed,
and if web-based
c. Enter name/title, if
locally designed,
and if web-based
2016-2017 PIR Form (Version 1.0, March 2017)
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B. PROGRAM STAFF & QUALIFICATIONS
Instructions
and
Definitions
This section of the PIR is used to describe all staff involved in the Head Start or Early Head Start program.
Programs should include all staff on the payroll at any time since last year’s PIR was reported.
If more than one individual held the position during the year, provide information for the person
who was in the position at the time the PIR is reported.
If the position is vacant at the time the PIR is reported, provide information on the last person to
hold the position during the year.
Head Start and Early Head Start programs must report separately. Report staff members who
work with both programs on both PIRs.
Grantees and delegate agencies must also report staff separately.
Staff to include or not to include in the PIR counts.
Included Head Start or Early Head Start Staff - Includes all administrative, management, child
development, content area, and support staff such as custodians, regardless of the funding
source for their salaries or number of hours worked.
Contracted Staff - Includes individuals who are not Head Start or Early Head Start
employees with whom the program has contracted to provide an ongoing service (e.g.,
disabilities specialists and mental health professionals, child care providers, collaborative
teaching staff, family child care providers, or bus drivers).
May be
Substitutes - For PIR purposes, include only those substitutes that replaced a staff
included member for an extended period of time. Examples include turnover, maternity, or other
extended leave.
Not
Consultants - Individuals providing short-term services to the program are not to be
included counted as staff.
Volunteers, student interns, or trainees are not to be counted as staff.
TOTAL STAFF
Staff by type
(1)
(2)
# of Head Start
or Early Head
Start staff
# of contracted
staff
B.1 Total number of staff members, regardless of the funding source for their salary or
number of hours worked
a. Of these, the number who are current or former Head Start or Early Head Start
parents
b. Of these, the number who left since last year’s PIR was reported
1. Of these, the number who were replaced
Programs completing the PIR survey for the first time should report the number of staff who left since the program began.
2016-2017 PIR Form (Version 1.0, March 2017)
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TOTAL VOLUNTEERS
Volunteers by type
# of volunteers
B.2
Number of persons providing any volunteer services to the program since last year’s PIR was
reported
a. Of these, the number who are current or former Head Start or Early Head Start parents
Include both classroom and non-classroom volunteers. Count each person only once, regardless of the number of times they have volunteered in the
program.
MANAGEMENT STAFF
Management staff – salaries
Instructions
and
Definitions
Complete the table below for management staff and individual staff persons with lead responsibility for
each content area. Do not use averages.
Annual Salary - Report the staff member’s full annual salary for each position, even if part or all of the
salary is funded by a non-ACF source or if the position is split between programs. Specify the actual
salary per year. Do not annualize this figure if the staff member works less than 12 months of the year.
Report the percentage of the staff member’s salary that is paid by Federal Head Start or Early Head Start
funds. Enter the percentage (%); Do not enter the dollar amount.
For example:
The Program Director’s annual salary is $75,000. One-third of their salary is paid for by the local
school district and two-thirds is paid by Head Start. Report the full annual salary of “$75,000.”
Report the percentage funded by Head Start as “66%.”
B.3
Management staff:
(1)
(2)
Annual salary
% of salary funded by Head
Start or Early Head Start
a. Executive Director
$
%
b. Head Start or Early Head Start Director
$
%
c. Child Development & Education Manager
$
%
d. Health Services Manager
$
%
e. Family & Community Partnerships Manager
$
%
f. Disability Services Manager
$
%
g. Fiscal Officer
$
%
2016-2017 PIR Form (Version 1.0, March 2017)
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Coordination of services
Instructions
and
Definitions
Report the average number of hours per week services managers in the listed positions spend working
with community partners/service providers to plan and implement coordinated services for Head Start
children and families.
Examples include:
hours a Disability Services Manager spends with LEA officials coordinating how a child’s IEP or
IFSP will be integrated into and supported by the Head Start program;
time a Health Services Manager spends developing and maintaining partnerships with local
health care providers to assure children have access to services for which they are referred.
Average
B.4
On average, the number of hours per week services managers spend coordinating services:
# of hours
per week
a. Child Development & Education Manager
b. Health Services Manager
c. Family & Community Partnerships Manager
d. Disability Services Manager
If more than one person has lead responsibility for the role, provide the combined number of hours per week devoted, on average, to coordinating
services.
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CHILD DEVELOPMENT STAFF
Child development staff qualifications - preschool classroom and assistant
teachers (HS and Migrant programs)
Instructions
and
Definitions
Include ALL preschool child development staff providing direct services to Head Start children in
classroom settings, both part-time and full-time, regardless of the funding source for their salaries.
Include contracted child development staff and the child development staff of partnering agencies that
provide direct services to Head Start children.
Count each preschool child development staff person by the highest degree or credential held. Staff
persons that are continuing their education in pursuit of a higher degree or credential should also be
reported in the relevant subsections of that category.
Preschool Child Development Staff - refers to child development staff serving Head Start program
children, as well as child development staff serving Migrant and Seasonal Head Start program children
ages three to five.
Early Childhood Education Degree - Is an associate, baccalaureate, or advanced degree in early
childhood education.
Classroom Teachers - Includes all lead teachers and co-lead teachers.
Assistant Teachers - for preschool classes, this refers to either the second paid staff in the classroom
or, when two teachers are present, the third paid staff working as a teacher aide.
(1)
(2)
# of
Classroom
Teachers
# of
Assistant
Teachers
B.5 Total number of preschool child development staff by position
(1)
(2)
# of
Classroom
Teachers
# of
Assistant
Teachers
Of the number of preschool child development staff by position, the number with the following degrees or credentials:
a. An advanced degree in:
1. Early childhood education
2. Any field and coursework equivalent to a major relating to early childhood education,
with experience teaching preschool-age children
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(1)
(2)
# of
Classroom
Teachers
# of
Assistant
Teachers
Of the number of preschool child development staff by position, the number with the following degrees or credentials:
b. A baccalaureate degree in:
1. Early childhood education
2. Any field and coursework equivalent to a major relating to early childhood education
with experience teaching preschool-age children
3. Any field and has been admitted into and is supported by the Teach for America
program and passed a rigorous early childhood content exam
Of the preschool child development staff with a baccalaureate degree in B.5.b.1 through B.5.b.3 above, the number
enrolled in:
4. Advanced degree in early childhood education or in any field and coursework
equivalent to a major relating to early childhood education
(1)
(2)
# of
Classroom
Teachers
# of
Assistant
Teachers
Of the number of preschool child development staff by position, the number with the following degrees or credentials:
c. An associate degree in:
1. Early childhood education
2. A field related to early childhood education and coursework equivalent to a major
relating to early childhood education with experience teaching preschool-age children
Of the preschool child development staff with an associate degree in B.5.c.1 and B.5.c.2 above, the number
enrolled in:
3. A baccalaureate degree program in early childhood education or in any field and
coursework equivalent to a major relating to early childhood education
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(1)
(2)
# of
Classroom
Teachers
# of
Assistant
Teachers
Of the number of preschool child development staff by position, the number with the following credentials:
d. A Child Development Associate (CDA) credential or state-awarded preschool,
infant/toddler, family child care or home-based certification, credential, or licensure that
meets or exceeds CDA requirements
1. Of these, a Child Development Associate (CDA) credential or state-awarded preschool,
infant/toddler, family child care or home-based certification, credential, or licensure that
meets or exceeds CDA requirements and that is appropriate to the option in which they
are working
Of the preschool child development staff with the credentials in B.5.d above, the number enrolled in:
2. A baccalaureate degree program in early childhood education or in any field and
coursework equivalent to a major relating to early childhood education
3. An associate degree program in early childhood education or in a related field and
coursework equivalent to a major relating to early childhood education
(1)
(2)
# of
Classroom
Teachers
# of
Assistant
Teachers
Of the number of preschool child development staff by position:
e. The number who do not have the qualifications listed in B.5.a through B.5.d
Of the preschool child development staff in B.5.e above, the number enrolled in:
1. A baccalaureate degree program in early childhood education or in any field and
coursework equivalent to a major relating to early childhood education
2. An associate degree program in early childhood education or in a related field and
coursework equivalent to a major relating to early childhood education
3. Any type of Child Development Associate (CDA) credential or state-awarded
preschool, infant/toddler, family child care or home-based certification, credential, or
licensure that meets or exceeds CDA requirements and that is appropriate to the
option in which they are working
# of classes
B.6 Total number of center-based option classes serving preschool-aged children
B.7 Number of center-based option classes serving preschool-aged children in which at least one teacher
(excluding assistant teachers) has one of the following:
An advanced or baccalaureate degree in early childhood education or in any field and coursework
equivalent to a major relating to early childhood education with experience teaching pre-school
age children, or
A baccalaureate degree and has been admitted into and is supported by the Teach for America
program and passed a rigorous early childhood content exam.
An associate degree in early childhood education or in a related field and coursework equivalent
to a major relating to early childhood education with experience teaching preschool-age children
Only include center-based option classes serving preschool-age children; do not include combination option or locally designed option classes serving
preschool-age children; do not include classes serving only infants and toddlers.
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Child development staff qualifications - infant and toddler classroom and
assistant teachers (EHS and Migrant programs)
Instructions
and
Definitions
Includes child development staff, both part-time and full-time in classroom settings, regardless of the
funding source for their salaries, who provide services to infants, toddlers and pregnant women.
Include contracted child development staff and the child development staff of partnering agencies that
provide services to infants, toddlers and pregnant women.
Count each infant and toddler child development staff person by the highest degree or credential held.
Staff persons that are continuing their education in pursuit of a higher degree or credential should also be
reported in the relevant subsections of that category.
Infant and Toddler Child Development Staff - refers to child development staff serving Early Head
Start program children, child development staff serving Migrant and Seasonal Head Start program infants
and/or toddlers, and, where applicable, staff serving pregnant women.
Early Childhood Education Degree - Is an associate, baccalaureate, or advanced degree in early
childhood education.
Classroom Teachers - Includes all lead teachers and co-lead teachers. Each center-based infant and
toddler class must provide one teacher for each group of four children, with a total group size of no more
than eight infants and/or toddlers. All infant and toddler classrooms must be staffed by two teachers.
Assistant Teachers - For infant and toddler classes, this refers to the third paid staff in a center-based
class working as a teacher aide.
(1)
(2)
# of
Classroom
Teachers
# of
Assistant
Teachers
B.8 Total number of infant and toddler child development staff by position
(1)
(2)
# of
Classroom
Teachers
# of
Assistant
Teachers
Of the number of infant and toddler child development staff by position, the number with the following degrees or
credentials:
a. An advanced degree in:
1. Early childhood education with a focus on infant and toddler development
2. Any field and coursework equivalent to a major relating to early childhood education,
with experience teaching infants and/or toddlers
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(1)
(2)
# of
Classroom
Teachers
# of
Assistant
Teachers
Of the number of infant and toddler child development staff by position, the number with the following degrees or
credentials:
b. A baccalaureate degree in:
1. Early childhood education with a focus on infant and toddler development
2. Any field and coursework equivalent to a major relating to early childhood education
with experience teaching infants and/or toddlers
Of the infant and toddler child development staff with a baccalaureate degree in B.8.b.1 through B.8.b.2 above, the
number enrolled in:
3. Advanced degree in early childhood education or in any field and coursework
equivalent to a major relating to early childhood education with a focus on infant and
toddler development
(1)
(2)
# of
Classroom
Teachers
# of
Assistant
Teachers
Of the number of infant and toddler child development staff by position, the number with the following degrees or
credentials:
c. An associate degree in:
1. Early childhood education with a focus on infant and toddler development
2. A field related to early childhood education and coursework equivalent to a major
relating to early childhood education with experience teaching infants and toddlers
Of the infant and toddler child development staff with an associate degree in B.8.c.1 and B.8.c.2 above, the number
enrolled in:
3. A baccalaureate degree program in early childhood education or in any field and
coursework equivalent to a major relating to early childhood education with a focus on
infant and toddler development
2016-2017 PIR Form (Version 1.0, March 2017)
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(1)
(2)
# of
Classroom
Teachers
# of
Assistant
Teachers
Of the number of infant and toddler child development staff by position, the number with the following credentials:
d. A Child Development Associate (CDA) credential or state-awarded preschool,
infant/toddler, family child care or home-based certification, credential, or licensure that
meets or exceeds CDA requirements
1. Of these, a Child Development Associate (CDA) credential or state-awarded
preschool, infant/toddler, family child care or home-based certification, credential, or
licensure that meets or exceeds CDA requirements and that is appropriate to the
option in which they are working
Of the infant and toddler child development staff with the credentials in B.8.d above, the number enrolled in:
2. A baccalaureate degree program in early childhood education or in any field and
coursework equivalent to a major relating to early childhood education with a focus on
infant and toddler development
3. An associate degree program in early childhood education or in a related field and
coursework equivalent to a major relating to early childhood education with a focus on
infant and toddler development
(1)
(2)
# of
Classroom
Teachers
# of
Assistant
Teachers
Of the number of infant and toddler child development staff by position:
e. The number who do not have the qualifications listed in B.8.a through B.8.d
Of the infant and toddler child development staff in B.8.e above, the number enrolled in:
1. A baccalaureate degree program in early childhood education or in any field and
coursework equivalent to a major relating to early childhood education with a focus on
infant and toddler development
2. An associate degree program in early childhood education or in a related field and
coursework equivalent to a major relating to early childhood education with a focus on
infant and toddler development
3. Any type of Child Development Associate (CDA) credential or state-awarded
preschool, infant/toddler, family child care or home-based certification, credential, or
licensure that meets or exceeds CDA requirements and that is appropriate to the
option in which they are working
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Child development staff qualifications - home-based and FCC
Instructions
and
Definitions
Include all home-based visitors and family child care staff, both part-time and full-time, regardless of the
funding source for their salary.
Count each child development staff person once by the highest degree or credential held. It is
recognized that staff may have multiple degrees and/or credentials.
Home-based Visitors - Includes home visitors with a caseload providing child development services in
the home-based option only, whether or not they also function as family service workers. Family &
community partnerships staff are reported in a separate section.
Home-based Visitor Supervisor – Staff responsible for supervising home-based visitors.
Family Child Care Providers - Includes the provider of services in his or her place of residence or in
another family-like setting.
Family Child Care Specialist - a child development specialist or other Head Start or delegate agency
staff member with responsibilities related to the provision of comprehensive Head Start and Early Head
Start services delivered in the family child care option.
B.9
(1)
(2)
(3)
(4)
# of HomeBased
Visitors
# of HomeBased
Visitor
Supervisors
# of Family
Child Care
Providers
# of Family
Child Care
Specialists
Total number of child development staff by position
(1)
(2)
(3)
(4)
# of HomeBased
Visitors
# of HomeBased
Visitor
Supervisors
# of Family
Child Care
Providers
# of Family
Child Care
Specialists
Of the number of child development staff by position, the number with the following degrees and licenses:
a. An advanced degree in/ licensed as:
1. Social work/ Licensed clinical social worker (LCSW)/ Licensed
master social worker (LMSW)
2. Marriage and family therapy/ Licensed marriage and family
therapist (LMFT)
3. Psychology
4. Sociology
5. Human services (include related areas such as child and
family services or social services)
6. Nursing plus Nurse Practitioner (NP) license
7. Early childhood education
8. Other
1. Specify:
2016-2017 PIR Form (Version 1.0, March 2017)
Page 27
(1)
(2)
(3)
(4)
# of HomeBased
Visitors
# of HomeBased
Visitor
Supervisors
# of Family
Child Care
Providers
# of Family
Child Care
Specialists
Of the number of child development staff by position, the number with the following degrees and licenses:
b. An baccalaureate degree in:
1. Social work
2. Psychology
3. Sociology
4. Human services (include related areas such as child and
family services or social services)
5. Nursing plus Registered Nurse (RN) license
6. Early childhood education
7. Other
1. Specify:
(1)
(2)
(3)
(4)
# of HomeBased
Visitors
# of HomeBased
Visitor
Supervisors
# of Family
Child Care
Providers
# of Family
Child Care
Specialists
Of the number of child development staff by position, the number with the following degrees and licenses:
c. An associate degree in:
1. Social work
2. Psychology
3. Sociology
4. Human services (include related areas such as child and
family services or social services)
5. Nursing plus Registered Nurse (RN) license
6. Early childhood education
7. Other
1. Specify:
2016-2017 PIR Form (Version 1.0, March 2017)
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(1)
(2)
(3)
(4)
# of HomeBased
Visitors
# of HomeBased
Visitor
Supervisors
# of Family
Child Care
Providers
# of Family
Child Care
Specialists
Of the number of child development staff by position, the number with the following licenses, certifications, or credentials:
d. License, certification, or credential held:
1. Nursing, non-RN, e.g. LPN, CNA, etc.
2. Family development credential (FDC)
3. Child development associate credential (CDA)
4. State-awarded certification, credential, or license appropriate
to the option in which they are working, i.e. home-based
option or family child care option
5. Other
1. Specify:
(1)
(2)
(3)
(4)
# of HomeBased
Visitors
# of HomeBased
Visitor
Supervisors
# of Family
Child Care
Providers
# of Family
Child Care
Specialists
Of the number of child development staff by position:
e. The number who do not have the qualifications listed in B.9.a
through B.9.d.
Of the staff in B.9.e above, the number enrolled in:
1. An advanced degree or license
2. A baccalaureate degree
3. An associate degree
4. Studies leading to a non-degree license, certificate, or
credential
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NON-SUPERVISORY CHILD DEVELOPMENT STAFF
Instructions
and
Definitions
Non-supervisory child development staff members are reported in questions B.10 through B.22.
Do not include supervisory staff (child development supervisors or home-based supervisors).
Child development staff – classroom teacher salary by level of education
Instructions
and
Definitions
Average Annual Salary - Report the average annual salary for classroom teachers with each listed
degree or credential type, even if part or all of their salaries are funded by a non-ACF source. Report the
actual average salaries, not the pay scale for teachers with this degree or credential.
B.10 Classroom teacher salary by level of education:
Average annual salary
a. Advanced degree in early childhood education or related degree
$
b. Baccalaureate degree in early childhood education or related degree
$
c. Associate degree in early childhood education or related degree
$
d. A Child Development Associate (CDA) credential or state-awarded preschool,
infant/toddler, family child care or home-based certification, credential, or licensure that
meets or exceeds CDA requirements
$
e. Classroom teachers that do not have the qualifications listed in B.10.a through B.10.d
$
Child development staff – average salary
Instructions
and
Definitions
Average Annual Salary - Report the average annual salary for all staff in each position, even if part or all
of the salary is funded by a non-ACF source or if the position is split between programs. Calculate the
average using actual salary per year. Do not annualize this figure if staff members work less than 12
months of the year.
Average Hourly Rate - Report the average annual salary as an hourly dollar amount. For example, an
average annual of salary of $30,000 in a 36-week, 40-hour per week program equals an average hourly
rate of $20.83.
B.11 Average salary:
(1)
(2)
Average annual salary
Average hourly rate
a. Classroom Teachers
$
$
b. Assistant Teachers
$
$
c. Home-Based Visitors
$
$
d. Family Child Care Providers
$
$
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Child development staff – ethnicity and race
Instructions
and
Definitions
The Office of Head Start follows the U.S. Census Bureau in terms of data collection on race and ethnicity.
Each staff person should choose how to report their own ethnicity and race to the program.
Each staff person will be included in both an ethnicity category and a race category. This includes
classroom teachers, assistant teachers, home-based visitors, and family child care providers. For
example, a staff member that identifies as Black and Cuban will be counted in the “Black or African
American AND Hispanic or Latino origin,” Box B.12.c-1 below. A staff member that identifies as Chinese
and not Hispanic will be counted in the “Asian AND Non-Hispanic Non-Latino origin,” Box B.12.b-2 below.
Ethnicity
Hispanic or Latino origin - A person of Cuban, Mexican, Puerto Rican, South or Central American, or
other Spanish culture or origin, regardless of their race.
Race
American Indian or Alaska Native - A person having origins in any of the original peoples of North and
South America or Central America, and who maintains tribal affiliation or community attachment.
Asian - A person having origins in any of the original peoples of the Far East, Southeast Asia, or the
Indian subcontinent.
Black or African American - A person having origins in any of the Black racial groups of Africa.
Native Hawaiian or other Pacific Islander - A person having origins in any of the original peoples of
Hawaii, Guam, Samoa, or other Pacific Islands.
White - A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
Bi-Racial/Multi-Racial - A person of 2 or more races.
Other - A person reporting a race other than those listed.
Unspecified - A person whose race is unknown or whose parents declined to identify their race.
# of non-supervisory child
development staff
B.12 Race and Ethnicity
(1)
(2)
Hispanic or
Latino origin
Non-Hispanic or
Non-Latino origin
a. American Indian or Alaska Native
b. Asian
c. Black or African American
d. Native Hawaiian or other Pacific Islander
e. White
f. Biracial/Multi-racial
g. Other
1. Explain:
h. Unspecified
1. Explain:
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Child development staff – language
Instructions
and
Definitions
Report each non-supervisory child development staff member. This includes classroom teachers,
assistant teachers, home-based visitors, and family child care providers.
# of non-supervisory
child development staff
B.13 The number who are proficient in a language(s) other than English
a. Of these, the number who are proficient in more than one language other than English
B.14 Language groups in which staff are proficient:
# of non-supervisory
child development staff
a. Spanish
b. Native Central American, South American, and Mexican Languages (e.g., Mixteco, Quichean.)
c. Caribbean Languages (e.g., Haitian-Creole, Patois)
d. Middle Eastern & South Asian Languages (e.g., Arabic, Hebrew, Hindi, Urdu, Bengali)
e. East Asian Languages (e.g., Chinese, Vietnamese, Tagalog)
f. Native North American/Alaska Native Languages
g. Pacific Island Languages (e.g., Palauan, Fijian)
h. European & Slavic Languages (e.g., German, French, Italian, Croatian, Yiddish, Portuguese, Russian)
i. African Languages (e.g., Swahili, Wolof)
j. Other (e.g., American Sign Language)
1. Specify:
k. Unspecified (language is not known or staff declined identifying the language)
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Child development staff – classroom teacher turnover
Instructions
and
Definitions
This item applies to classroom teachers only. Do not include assistant teachers, home-based visitors, or
family child care providers.
# of
classroom
teachers
B.15 The number of classroom teachers who left the program during the year
Include those who left since last year’s PIR was reported.
B.16 Of these, the number who left for the following reasons:
# of
classroom
teachers
a. Higher compensation/benefits package in the same field (e.g., teacher left to school system)
b. Change in job field
c. Other
1. Comments:
B.17 Number of classroom teacher vacancies in the program that remained unfilled for a period of 3
months or longer
B.18 Number of classroom teachers hired during the year due to turnover
Count only replacement staff; do not count staff added due to expansion.
Child development staff – home-based visitor turnover
Instructions
and
Definitions
This item applies to home-based visitors only. Do not include family service workers, teachers, or family
child care child development specialists.
# of homebased
visitors
B.19 The number of home-based visitors who left the program during the year
Include those who left since last year’s PIR was reported.
B.20 Of these, the number who left for the following reasons:
# of homebased
visitors
a. Higher compensation/benefits package in the same field
b. Change in job field
c. Other
1. Comments:
B.21 Number of home-based visitor vacancies in the program that remained unfilled for a period of 3
months or longer
B.22 Number of home-based visitors hired during the year due to turnover
Count only replacement staff; do not count staff added due to expansion.
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FAMILY & COMMUNITY PARTNERSHIPS STAFF
Number of family and community partnerships staff
Instructions
and
Definitions
Include all family service staff, both part-time and full-time, regardless of the funding source for their
salary.
Include FCP staff shared by Head Start and Early Head Start programs on the PIR of the program in
which the majority of their time is spent.
(1)
(2)
# of family workers
# of FCP supervisors
B.23 Total number of family & community partnerships (FCP) staff
a. Of the FCP supervisors, the number who work directly with families,
i.e. staff with a family caseload
B.24 Comments on staff shared by Head Start and Early Head Start programs:
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Family and community partnerships staff qualifications
Instructions
and
Definitions
Include all family service staff, both part-time and full-time, regardless of the funding source for their
salary.
Include family service staff shared by Head Start and Early Head Start programs on the PIR of the
program in which the majority of their time is spent.
For B.25, count each staff member only once by the highest level of education completed. Separately,
count any staff with a family-development-related credential (regardless of highest degree completed) in
B.26.
Examples:
-- A family worker with a baccalaureate degree in social work who does not have a family-developmentrelated credential would be counted in B.25.b-1, but not counted in B.26-1.
-- An FCP supervisor with a related associate degree and a family-development-related credential would
be counted in B.25.c-2 and in B.26-2.
-- A family worker whose highest level of education completed is a family-development-related credential
would be recorded in B.25.d-1 and in B.26-1.
Related Degree - Is an advanced degree, baccalaureate degree, or an associate degree with a major in
such fields as social work, sociology, psychology, family studies, counseling, family development, family
systems theory, or human resources development.
B.25 Of the family & community partnerships (FCP) staff, the number with the
following as the highest level of education completed:
(1)
(2)
# of family workers
# of FCP supervisors
a. A related advanced degree
b. A related baccalaureate degree
c. A related associate degree
d. A family-development-related credential, certificate, or license
e. None of the qualifications listed in B.25.a through B.25.d above
Of the staff in B.25.e above, the number enrolled in:
1. A related degree at the associate, baccalaureate, or advanced level
2. Studies leading to a non-degree credential, certificate, or license
that is family-development-related
(1)
(2)
# of family workers
# of FCP supervisors
B.26 Of the family & community partnerships staff, the number with a familydevelopment-related credential, regardless of highest level of education
completed
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EDUCATION & CHILD DEVELOPMENT MANAGEMENT STAFF
Education & child development managers/coordinators qualifications
Instructions
and
Definitions
Head Start programs are required to hire staff or consultants to provide context area expertise in several
key areas. The titles of these staff members vary; programs may refer to these persons as managers,
coordinators, or content area experts, for example.
The following PIR questions ask specifically about the manager(s)/coordinator(s) providing content area
expertise and oversight on education & child development services. The role of the education & child
development manager/coordinator includes serving as a curriculum specialist and providing assistance to
teachers in the implementation and adaptation of curricula to a group of children or the needs of an
individual child.
Note that in larger programs, there may be multiple education & child development (ECD)
managers/coordinators, whereas in smaller programs, one individual may spend part of his or her time in
the education & child development manager/coordinator role and part of his or her time in another role(s).
Report on all individuals with a full- or part-time role as ECD managers/coordinators
# of ECD managers/
coordinators
B.27 Total number of education & child development managers/coordinators
# of ECD managers/
coordinators
Of the education & child development managers/coordinators, the number with the following degrees or credentials:
a. An advanced degree in early childhood education, or an advanced degree in any field and
coursework equivalent to a major relating to early childhood education with experience teaching
preschool-age children
b. A baccalaureate degree in early childhood education, or a baccalaureate degree in any field and
coursework equivalent to a major relating to early childhood education with experience teaching
preschool-age children
# of ECD managers/
coordinators
Of the education & child development managers/coordinators, the number with the following degrees or credentials:
c. An associate degree in early childhood education, or an associate degree in any field and
coursework equivalent to a major relating to early childhood education with experience teaching
preschool-age children
Of the education & child development managers/coordinators preschool child development staff in B.27.c above,
the number enrolled in:
1. A baccalaureate degree in early childhood education, or a baccalaureate degree in any
field and coursework equivalent to a major relating to early childhood education
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# of ECD managers/
coordinators
Of the education & child development managers/coordinators, the number with the following degrees or credentials:
d. A Child Development Associate (CDA) credential or state-awarded preschool, infant/toddler,
family child care or home-based certification, credential, or licensure that meets or exceeds
CDA requirements
Of the education & child development managers/coordinators preschool child development staff in B.27.d above,
the number enrolled in:
1. A baccalaureate degree in early childhood education, or a baccalaureate degree in any
field and coursework equivalent to a major relating to early childhood education
# of ECD managers/
coordinators
Of the education & child development managers/coordinators, the number with the following degrees or credentials:
e. None of the qualifications listed in B.27.a through B.27.d
Of the education & child development managers/coordinators preschool child development staff in B.27.e above,
the number enrolled in:
1. A baccalaureate degree in early childhood education, or a baccalaureate degree in any
field and coursework equivalent to a major relating to early childhood education
B.28 Comments on education & child development managers/coordinators shared by Head Start and Early Head Start
programs:
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C. CHILD & FAMILY SERVICES
Instructions
and
Definitions
Selected items in this section require data to be reported both at the time of enrollment and at the end of
the enrollment year.
Report on ALL children and pregnant women enrolled during the course of the enrollment year in both
columns, including those who left the program and late enrollees.
At Enrollment - The status of the individual enrollee at the time of his or her enrollment (i.e., include the
status of children who enrolled during the enrollment year).
At End of Enrollment - The status of each enrollee at the end of his or her enrollment in the program.
Include the status of those who left the program during the enrollment year.
Since last year’s PIR was reported – Time frame to report on any services that occurred since the prior
year’s PIR was submitted. Include any services delivered after the end of the program year to children
and pregnant women enrolled in the 2016-2017 program, providing they occur prior to PIR submission.
For example, a child who is transitioning into the public school may be supported by family service staff to
complete or continue medical treatments through the summer months, even though classes have ended.
Also, include children who received services in preparation for their enrollment in Head Start or Early
Head Start, such as EPSDT screenings. These screenings may have occurred prior to last year’s PIR
submission. However, these children were not included in that report and therefore would be included in
the current year’s report.
HEALTH SERVICES
Instructions
and
Definitions
Health information should be obtained from the medical, dental, and immunization records of all children
and pregnant women enrolled for any length of time since last year’s PIR was reported.
Indian Health Services and Migrant Health Services are not considered health insurance for purposes of
the PIR.
Refer to the State EPSDT schedules – Early and Periodic Screening, Diagnostic, and Treatment
(EPSDT)
Medicaid enrolled - The child or pregnant woman has been officially certified as eligible for Medicaid
paid services. The term does not include children or pregnant women who are thought to be eligible
but have not been officially certified. Include children or pregnant women enrolled in Medicaid for any
length of time since last year’s PIR was reported.
Children’s Health Insurance Program - A federal-state partnership administered by the state under
broad federal guidelines. The program may be known as "CHIP" or function under a different name.
CHIP enrolled - The child has been officially certified as eligible to receive services covered by the
Children's Health Insurance Program. Include children enrolled in CHIP for any length of time.
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Health insurance – children
Instructions
and
Definitions
Count each child only once
In C.1.a, report children enrolled in Medicaid, CHIP, or a program jointly-funded by Medicaid and
CHIP, which is sometimes referred to as a Medicaid expansion program.
(1)
(2)
# of children
at enrollment
# of children
at end of
enrollment year
C.1 Number of all children with health insurance
Of these, the number of children whose primary health insurance fits into the following categories:
a. Number enrolled in Medicaid and/or CHIP
b. Number enrolled in state-only funded insurance (e.g., medically indigent
insurance)
c. Number with private health insurance (e.g., parent's insurance)
d. Number with health insurance other than those listed above, e.g., Military
Health (Tri-Care or CHAMPUS)
1. Specify:
C.2 Number of children with no health insurance
Health insurance - pregnant women (EHS programs)
(1)
(2)
# of
pregnant
women
at enrollment
# of pregnant
women at end of
enrollment year
C.3 Number of pregnant women with at least one type of health insurance
Of these, the number of pregnant women whose primary health insurance fits into the following categories:
a. Number enrolled in Medicaid
b. Number enrolled in another publicly funded insurance program that is not
Medicaid
c. Number with private health insurance
d. Number with health insurance other than those listed above, e.g., Military
Health (Tri-Care or CHAMPUS)
1. Specify:
C.4 Number of pregnant women with no health insurance
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Medical
Instructions
and
Definitions
Medical Home - An ongoing source of continuous, accessible health care excluding urgent care
centers and emergency room settings.
Medical Treatment - Any service that is required to improve the physical condition of the child,
including all forms of medical follow-up.
Chronic Condition - Health conditions that continue over a long period of time. Examples include
allergies, asthma, hearing loss, diabetes, etc. Include only those enrolled children diagnosed with a
chronic condition that required ongoing medical treatment since last year’s PIR was reported.
Medical home - children
(1)
(2)
# of children
at enrollment
# of children
at end of
enrollment year
C.5 Number of children with an ongoing source of continuous, accessible health care
C.6 Number of children receiving medical services through the Indian Health Service
C.7 Number of children receiving medical services through a migrant community health
center
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Medical services – children
Instructions
and
Definitions
Include children who left the program, if they were up-to-date when they left the program, when
counting children who are up-to-date on a schedule of age-appropriate preventive and primary health
care.
Question C.8.a.and C.8.b ask specifically about children with any chronic condition needing medical
treatment that have been newly diagnosed with this chronic condition since last year’s PIR was
reported, by a health care professional.
Question C.9 asks about all children receiving medical treatment for the specific chronic conditions
listed, regardless of when the condition was first diagnosed by a health care professional.
(1)
(2)
# of children
at enrollment
# of children
at end of
enrollment year
C.8 Number of all children who are up-to-date on a schedule of age-appropriate
preventive and primary health care, according to the relevant state’s EPSDT
schedule for well child care
# of children
at end of
enrollment year
a. Of these, the number diagnosed by a health care professional with any chronic condition
needing medical treatment since last year’s PIR was reported
1. Of these, the number who have received or are receiving medical treatment
b. Specify the primary reason that children who needed medical treatment, for any chronic
condition diagnosed by a health care professional since last year’s PIR was reported, did not
receive it:
Select one
primary reason
(X)
1. No health insurance
2. No pediatric care available in local area
3. Medicaid not accepted by health provider
4. Parents did not keep/make appointment
5. Children left the program before their appointment date
6. Appointment is scheduled for future date
7. No transportation
8. Other (please specify):
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C.9 Number of all children who received medical treatment for the following chronic conditions since last
year’s PIR was reported, regardless of when the condition was first diagnosed by a health care
professional:
# of children
a. Anemia
b. Asthma
c. Hearing Difficulties
d. Vision Problems
e. High Lead Levels
f. Diabetes
Body Mass Index (BMI) – children (HS and Migrant programs)
Instructions
and
Definitions
Migrant programs should report on children age 3 and older only when completing this item.
Body Mass Index (BMI) is a number calculated from a child's weight and height. For children and
teens, BMI is age- and sex-specific and is often referred to as BMI-for-age. After BMI is calculated
for children and teens, the BMI number is plotted on the CDC BMI-for-age growth charts (for either
girls or boys) to obtain a percentile ranking. The percentile indicates the relative position of the child's
BMI number among children of the same sex and age. For children, BMI is used to screen for
underweight, healthy weight, overweight, or obese.
For more information, including BMI-for-age growth charts, see the Centers for Disease Control and
Prevention (CDC) website, at About BMI for Children and Teens.
C.10 Number of all children who are in the following weight categories according to the 2000 CDC BMIfor-age growth charts
# of children
at enrollment
a. Underweight (BMI less than 5th percentile for child’s age and sex)
b. Healthy weight (at or above 5th percentile and below 85th percentile for child’s age and sex)
c. Overweight (BMI at or above 85th percentile and below 95th percentile for child’s age and sex)
d. Obese (BMI at or above 95th percentile for child’s age and sex)
Immunization services - children
(1)
(2)
# of children
at enrollment
# of children
at end of
enrollment year
C.11 Number of children who have been determined by a health care professional to
be up-to-date on all immunizations appropriate for their age
C.12 Number of children who have been determined by a health care professional to
have received all immunizations possible at this time, but who have not received
all immunizations appropriate for their age
C.13 Number of children who meet their state’s guidelines for an exemption from
immunizations
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Pregnant women – services (EHS programs)
C.14 Indicate the number of pregnant women who received the following services while enrolled in EHS:
# of
pregnant women
a. Prenatal health care
b. Postpartum health care
c. Mental health interventions and follow up
d. Substance abuse prevention
e. Substance abuse treatment
f. Prenatal education on fetal development
g. Information on the benefits of breastfeeding
Pregnant women – prenatal health (EHS programs)
# of
pregnant women
C.15 Trimester of pregnancy in which the pregnant women served were enrolled:
a. 1st trimester (0-3 months)
b. 2nd trimester (3-6 months)
c. 3rd trimester (6-9 months)
C.16 Of the total served, the number whose pregnancies were identified as medically high risk by a
physician or health care provider
Dental
Instructions
and
Definitions
Dental Home - An ongoing source of continuous, accessible dental care provided by a dentist.
Dental Services - Include enrollees who left the program, those that re-enrolled, and late enrollees if
they have completed a professional dental examination since last year’s PIR was reported.
Preventive Care - Includes fluoride application, cleaning, sealant application, etc.
Dental Treatment - Includes restoration, pulp therapy, or extraction. It does not include fluoride
application or cleaning.
Dental home – children
(1)
(2)
# of children
at enrollment
# of children
at end of
enrollment year
C.17 Number of children with continuous, accessible dental care provided by a dentist
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Preschool dental services (HS and Migrant programs)
Instructions
and
Definitions
Migrant programs should report on children age 3 and older only when completing this item.
# of children
at end of
enrollment year
C.18 Number of children who received preventive care since last year’s PIR was reported
C.19 Number of all children, including those enrolled in Medicaid or CHIP, who have completed a
professional dental examination since last year’s PIR was reported
a. Of these, the number of children diagnosed as needing dental treatment since last year’s PIR
was reported
1. Of these, the number of children who have received or are receiving dental treatment
b. Specify the primary reason that children who needed dental treatment did not receive it:
Select one
primary reason
(X)
1. Health insurance doesn’t cover dental treatment
2. No dental care available in local area
3. Medicaid not accepted by dentist
4. Dentists in the area do not treat 3 – 5 year old children
5. Parents did not keep/make appointment
6. Children left the program before their appointment date
7. Appointment is scheduled for future date
8. No transportation
9. Other (please specify):
Infant and toddler preventive dental services (EHS and Migrant programs)
Instructions
and
Definitions
Migrant programs should report on infants and toddlers only when completing this item.
# of children
at end of
enrollment year
C.20 Number of all children who are up-to-date on a schedule of age-appropriate preventive and
primary oral health care according to the relevant state’s EPSDT schedule
Pregnant women dental services (EHS programs)
# of pregnant
women
C.21 Number of all pregnant women served who received a professional dental examination(s) and/or
treatment since last year’s PIR was reported
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MENTAL HEALTH SERVICES
Mental health professional
Instructions
and
Definitions
Report the number of hours a mental health professional spent with children, parents and families within
or outside of the classroom, and in training or consultation with Head Start staff.
# of hours
C.22 Average total hours per operating month a mental health professional(s) spends on-site
Mental health services
Instructions
and
Definitions
Do not include routine communication with staff or parents or routine child screenings and assessments.
C.23 Indicate the number of enrolled children who were served by the mental health (MH)
professional(s) since last year’s PIR was reported:
# of children
at end of
enrollment year
a. Number of children for whom the MH professional consulted with program staff about the child’s
behavior / mental health
1. Of these, the number for whom the MH professional provided three or more
consultations with program staff since last year’s PIR was reported
b. Number of children for whom the MH professional consulted with the parent(s) / guardian(s)
about their child’s behavior/mental health
1. Of these, the number for whom the MH professional provided three or more consultations
with the parent(s) / guardian(s) since last year’s PIR was reported
c. Number of children for whom the MH professional provided an individual mental health
assessment
d. Number of children for whom the MH professional facilitated a referral for mental health
services
Mental health referrals
# of children
at end of
enrollment year
C.24 Number of children who were referred by the program (by the MH professional or another staff
member) for mental health services outside of Head Start, since last year’s PIR was reported
a. Of these, the number who received mental health services since last year’s PIR was reported
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DISABILITIES SERVICES
Preschool disabilities services (HS and Migrant programs)
# of children
C.25 Number of children enrolled in the program who had an Individualized Education Program (IEP),
at any time during the enrollment year, indicating they were determined eligible by the LEA to
receive special education and related services
a. Of these, the number who were determined eligible to receive special education and related
services:
# of children
1. Prior to enrollment into the program for this enrollment year
2. During this enrollment year
b. Of these, the number who have not received special education and related services
Infant and toddler Part C early intervention services (EHS and Migrant programs)
# of children
C.26 Number of children enrolled in the program who had an Individualized Family Service Plan (IFSP),
at any time during the enrollment year, indicating they were determined eligible by the Part C
Agency to receive early intervention services under the Individuals with Disabilities Education Act
(IDEA)
a. Of these, the number who were determined eligible to receive early intervention services:
# of children
1. Prior to enrollment into the program for this enrollment year
2. During this enrollment year
b. Of these, the number who have not received early intervention services under IDEA
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Preschool primary disabilities (HS and Migrant programs)
Instructions
and
Definitions
Migrant Programs should report on children age 3 and older only when completing this item.
Report the number of children with an Individualized Education Program (IEP), enrolled during this
enrollment year, whose primary or most significant disability was determined by a multidisciplinary team
to be one of the following disabilities as categorized and defined in regulations for the Individuals with
Disabilities Education Act (IDEA).
Report each child only once, by primary disability.
C.27 Diagnosed primary disability:
(1)
(2)
# of children
determined to
have this disability
# of children
receiving special
services
a. Health impairment (i.e. meeting IDEA definition of “other health impairment”)
b. Emotional disturbance
c. Speech or language impairments
d. Intellectual disabilities
e. Hearing impairment, including deafness
f. Orthopedic impairment
g. Visual impairment, including blindness
h. Specific learning disability
i. Autism
j. Traumatic brain injury
k. Non-categorical/developmental delay
l. Multiple disabilities (excluding deaf-blind)
m. Deaf-blind
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EDUCATION AND DEVELOPMENT TOOLS/APPROACHES
Screening
Instructions
and
Definitions
The Head Start Act requires all children to receive a developmental, sensory, and behavioral screening
within 45 days of entering the program, in order to determine if further evaluation is needed. If a child was
enrolled in Head Start as a three-year-old, received the screening, and is returning to Head Start as a
four-year-old, that child does NOT need to be re-screened.
This question asks about the initial screenings within 45 days of entry for children who are enrolled in the
program for the first time. These screenings may take place prior to the child receiving services, for
example, developmental screening of children during summer months before classes start at the
beginning of fall.
This does not include ongoing screenings that children may receive as part of their regularly scheduled
EPSDT visits nor does it include ongoing assessment of children’s health and development.
Report on ALL children enrolled for the first time, including children who were screened but then left the
program prior to 45 days.
# of children
C.28 Number of all newly enrolled children since last year’s PIR was reported
C.29 Number of all newly enrolled children who completed required screenings within 45 days for
developmental, sensory, and behavioral concerns since last year’s PIR was reported
a. Of these, the number identified as needing follow-up assessment or formal evaluation to
determine if the child has a disability
C.30 The instrument(s) used by the program for developmental screening:
Enter primary tool first
Name/title
a. Enter name/title
b. Enter name/title
c. Enter name/title
Common titles have been pre-populated in a dropdown for your convenience and are listed below. If available, please select the appropriate title with
your cursor from the dropdown, to help ensure consistency in reporting. If your screening instrument is not available in the common titles, please
select “Other (Please Specify)” and enter the title in its entirety. The Office of Head Start does not endorse specific screening tools.
Acuscreen
Chicago Early Screening
AGS Screening Profile
CIP (Comprehensive Identification Process)
ASQ- 3 (Ages & Stages Questionnaire)
Denver Developmental Screening – II
ASQ-SE (Ages & Stages Questionnaire Social-Emotional)
Dial 3
Battelle Developmental Inventory
Dial 4
Battelle Developmental Inventory, 2nd Edition (BDI-2)
Dial R
Brigance Early Childhood Screen III
Early Screening Profile
Brigance Early Preschool Screen – II
EDEN (Evaluacion Desarrollo Del Nino)
Brigance Infant and Toddler Screen
ESI-R (Early Screening Inventory Revised – Preschool)
Brigance Preschool Screen
First Step
Brigance Preschool Screen - II
LAP-D (Learning Accomplishment Profile – Diagnostic Screener)
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Assessment
Instructions
and
Definitions
Head Start regulations at 45 CFR 1305.2 define child-level assessment data as the data collected by
an agency on an individual child from one or more valid and reliable assessments of a child's status and
progress, including but not limited to direct assessment, structured observations, checklists, staff or
parent report measures, and portfolio records or work samples.
C.31 Approach or tool(s) used by the program to support ongoing child assessment:
Enter primary tool first
(1)
(2)
Name/title
Locally designed
Yes (Y) / No (N)
a. Enter name/title and
if locally designed
b. Enter name/title and
if locally designed
c. Enter name/title and
if locally designed
Common titles have been pre-populated in a dropdown for your convenience and are listed below. If available, please select the appropriate title with
your cursor from the dropdown, to help ensure consistency in reporting. If your assessment tool is not available in the common titles, please select
“Other (Please Specify)” and enter the title in its entirety. The Office of Head Start does not endorse specific assessment tools.
AEPS (Assessment Evaluation and Program System)
E-LAP (Early Learning Accomplishment Profile)
Brigance Inventory of Early Development
Galileo Assessment Scales Online
Child Development Checklist
HELP (Hawaii Early Learning Profile)
Child Observation Record (COR) High Scope
High Reach Learning - GRO
Child Outcome Measures
LAP-3 (Learning Accomplishment Profile – 3)
Creative Curriculum Assessment Tool
LAP-D (Learning Accomplishment Profile – Diagnostic)
Creative Curriculum Developmental Continuum for Ages 3-5
LAP-R (Learning Accomplishment Profile – Revised)
Creative Curriculum Developmental Continuum for Infants, Toddlers and
Twos
Ounce Scale
Creative Curriculum (Infants & Toddlers)
Portage
DRDP (Desired Results Developmental Profile)
Portfolios
DRDP+ (Desired Results Developmental Profile +)
Pre-K Success
DRDP-R (Desired Results Developmental Profile – Revised)
Teaching Strategies GOLD Online
DRDP-I/T (Desired Results Developmental Profile- Infant/Toddler)
Work Sampling
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Curriculum
Instructions
and
Definitions
EHS programs:
If no specific curriculum is used for pregnant women services (C.32.d), leave the item blank.
C.32 Curriculum used by the program:
a. For center-based services:
Enter curriculum used as primary
foundation first
(1)
(2)
Name/title
Locally designed
Yes (Y) / No (N)
1. Enter name/title
and if locally
designed
2. Enter name/title
and if locally
designed
3. Enter name/title
and if locally
designed
Common titles have been pre-populated in a dropdown for your convenience and are listed below. If available, please select the appropriate title with
your cursor from the dropdown, to help ensure consistency in reporting. If your curriculum is not available in the common titles, please select “Other
(Please Specify)” and enter the title in its entirety. The Office of Head Start does not endorse specific curricula.
Assessment, Evaluation and Programming System (AEPS) Core
Knowledge
Frog Street Infant
Creative Curriculum (Early Childhood)
Frog Street Pre-K
Creative Curriculum (Infant & Toddler)
High Reach
Creative Curriculum (PreSchool)
High Scope (Infant & Toddler)
Creative Curriculum for Infants, Toddlers, and Twos
High Scope (Preschool)
DLM (Developmental Learning Materials)
Innovations
Domains Based Curriculum
Scholastic
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Frog Street Toddler
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b. For family child care services:
Enter curriculum used as primary
foundation first
(1)
(2)
Name/title
Locally designed
Yes (Y) / No (N)
1. Enter name/title
and if locally
designed
2. Enter name/title
and if locally
designed
3. Enter name/title
and if locally
designed
Common titles have been pre-populated in a dropdown for your convenience and are listed below. If available, please select the appropriate title with
your cursor from the dropdown, to help ensure consistency in reporting. If your curriculum is not available in the common titles, please select “Other
(Please Specify)” and enter the title in its entirety. The Office of Head Start does not endorse specific curriculum.
Born to Learn (Parents as Teachers)
High Scope (Infant & Toddler)
Creative Curriculum for Family Child Care
High Scope (Preschool)
Creative Curriculum (Other)
Partners For a Healthy Baby (Florida State University)
Growing Great Kids
c. For home-based services:
Enter curriculum used as primary
foundation first
(1)
(2)
Locally designed
Name/title
Yes (Y) / No (N)
1. Enter name/title
and if locally
designed
2. Enter name/title
and if locally
designed
3. Enter name/title
and if locally
designed
Common titles have been pre-populated in a dropdown for your convenience and are listed below. If available, please select the appropriate title with
your cursor from the dropdown, to help ensure consistency in reporting. If your curriculum is not available in the common titles, please select “Other
(Please Specify)” and enter the title in its entirety. The Office of Head Start does not endorse specific curriculum.
Born to Learn (Parents as Teachers)
Growing Great Kids
Creative Curriculum (Early Childhood)
High Reach
Creative Curriculum (Infant & Toddler)
High Scope (Infant & Toddler)
Creative Curriculum (PreSchool)
High Scope (PreSchool)
Creative Curriculum for Infants, Toddlers, and Twos
Partners For A Healthy Baby (Florida State University)
2016-2017 PIR Form (Version 1.0, March 2017)
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d. For pregnant women services:
Enter curriculum used as primary
foundation first
(1)
(2)
Locally designed
Name/title
Yes (Y) / No (N)
1. Enter name/title
and if locally
designed
2. Enter name/title
and if locally
designed
3. Enter name/title
and if locally
designed
Common titles have been pre-populated in a dropdown for your convenience and are listed below. If available, please select the appropriate title with
your cursor from the dropdown, to help ensure consistency in reporting. If your curriculum is not available in the common titles, please select “Other
(Please Specify)” and enter the title in its entirety. The Office of Head Start does not endorse specific curriculum.
Becoming A Mom (March of Dimes)
Great Beginnings
Born to Learn (Parents as Teachers)
Growing Great Kids
Comenzado Bien (March of Dimes)
Partners For A Healthy Baby (Florida State University)
Staff-child interaction observation tools
Instructions
and
Definitions
For C.34, only report staff-child interaction observation tools routinely used for settings applicable to the
program. Examples of staff-child interaction tools are provided below for your convenience. The Office of
Head Start does not endorse specific staff-child interaction tools.
Examples: Arnett Caregiver Interaction Scale (CIS)
Classroom Assessment Scoring System (CLASS)
Home Visiting Rating-Scales (HOVRS)
Yes (Y) / No (N)
C.33 Does the program routinely use staff-child interaction observation tools to assess quality?
C.34 If yes, interaction observation tool(s) used by the program:
Enter tool(s) used to observe staff-child
interactions in each setting offered
(1)
(2)
Name/title
Locally designed
Yes (Y) / No (N)
a. Center-based settings
b. Home-based settings
c. Family child care
settings
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FAMILY AND COMMUNITY PARTNERSHIPS
Instructions
and
Definitions
The following questions refer to the families of children and pregnant women enrolled in Head Start and
Early Head Start.
Parents/guardians – Throughout this question (except for C.36 and C.37), include the biological or nonbiological person(s) identified as the primary caregiver(s). Include, for example, custodial grandparents,
stepparents, guardians, and foster parents.
Number of families
Instructions
and
Definitions
Count families, not children. Families with more than one child enrolled should be counted only once.
Count dual-custody families as two families.
# of families
at enrollment
C.35 Total number of families:
a. Of these, the number of two-parent families
b. Of these, the number of single-parent families
C.36 Of the number of two-parent families, the number in which the parent/guardian figures are best
described as:
# of two-parent
families
at enrollment
a. Parents (biological, adoptive, stepparents, etc.)
b. Grandparents
c. Relatives other than grandparents
d. Foster parents not including relatives
e. Other
1. Specify:
C.37 Of the number of single-parent families, the number in which the parent/guardian figure is best
described as:
# of single-parent
families
at enrollment
a. Mother (biological, adoptive, stepmother, etc.)
b. Father (biological, adoptive, stepfather, etc.)
c. Grandparent
d. Relative other than grandparent
e. Foster parent not including relative
f. Other
1. Specify:
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Employment
Instructions
and
Definitions
Count each family only once in the appropriate category according to their employment status at the time
of enrollment.
# of families
at enrollment
C.38 Of the number of two-parent families, the number of families in which:
a. Both parents/guardians are employed
b. One parent/guardian is employed
c. Both parents/guardians are not working (e.g. unemployed, retired, or disabled)
# of families
at enrollment
C.39 Of the number of single-parent families, the number of families in which:
a. The parent/guardian is employed
b. The parent/guardian is not working (e.g. unemployed, retired, or disabled)
# of families
at enrollment
C.40 Total number of families in which:
a. At least one parent/guardian is a member of the United States military on active duty
b. At least one parent/guardian is a veteran of the United States military
Federal or other assistance
(2)
(1)
# of families
at enrollment
# of families at
end of enrollment
year
C.41 Total number of families receiving any cash benefits or other services under the
Federal Temporary Assistance for Needy Families (TANF) Program
C.42 Total number of families receiving Supplemental Security Income (SSI)
C.43 Total number of families receiving services under the Special Supplemental
Nutrition Program for Women, Infants, and Children (WIC)
C.44 Total number of families receiving services under the Supplemental Nutrition
Assistance Program (SNAP), formerly referred to as Food Stamps
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Job training/school
Instructions
and
Definitions
For C.45 and C.46, count each family only once in the appropriate category according to their status at
the time of enrollment.
For C.47 and C.48, review family status at end of enrollment year. Families may be counted in multiple
questions.
C.45 Of the number of two-parent families, the number of families in which:
# of families
at enrollment
a. Both parents/guardians are in job training or school
b. One parent/guardian is in job training or school
c. Neither parent/guardian is in job training or school
C.46 Of the number of single-parent families, the number of families in which:
# of families
at enrollment
a. The parent/guardian is in job training or school
b. The parent/guardian is not in job training or school
C.47 Of the total number of all families, the number in which one or more parent/guardian:
# of families
at end of
enrollment year
a. Completed a grade level in school, prior to high school graduation (e.g. 8th grade, 11th grade)
b. Completed high school or was awarded a GED during this program year
c. Completed an associate degree during this program year
d. Completed a baccalaureate or advanced degree during this program year
# of families
at end of
enrollment year
C.48 Of the total number of all families, the number in which one or more parent/guardian completed a
job training program, professional certificate, or license during this program year
Parent/guardian education
Instructions
and
Definitions
Count each family only once. For example, if one parent completed high school and one has an
associate degree, count this family once under associate degree.
C.49 Of the total number of families, the highest level of education obtained by the child’s parent(s) /
guardian(s):
# of families
at enrollment
a. An advanced degree or baccalaureate degree
b. An associate degree, vocational school, or some college
c. A high school graduate or GED
d. Less than high school graduate
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Family services
Instructions
and
Definitions
Families may be counted in more than one category if more than one type of service was
identified/received.
In Column 2, include families that received services directly through the program or through program
referrals. In terms of services, please count only those families that actually received the services, not
those that were referred and either did not go or were not yet able to receive the services due to denial or
postponement.
Families who attend educational presentations on the items clearly labeled as education may be counted
as receiving the relevant type of education service. Informational brochures and pamphlets distributed to
all families are not counted in the PIR.
New category: Asset building services enable individuals and families to learn about and use sound
family budgeting and money management practices to address financial issues and to plan for long-term
success.
C.50 Types of family services
(1)
(2)
# of families with an
expressed interest or
identified need during the
program year
# of families that received
the following services
during the program year
a. Emergency/crisis intervention such as meeting immediate
needs for food, clothing, or shelter
b. Housing assistance such as subsidies, utilities, repairs, etc.
c. Mental health services
d. English as a Second Language (ESL) training
e. Adult education such as GED programs and college selection
f. Job training
g. Substance abuse prevention
h. Substance abuse treatment
i. Child abuse and neglect services
j. Domestic violence services
k. Child support assistance
l. Health education
m. Assistance to families of incarcerated individuals
n. Parenting education
o. Relationship/marriage education
p. Asset building services (such as financial education, opening
savings and checking accounts, debt counseling, etc.)
C.51 Of these, the number of families who were counted in at least one
of the services listed above
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Father engagement
Instructions
and
Definitions
This section examines the participation of father/father figures across program activities open to all
parents/guardians. (Note: prior to the 2015-2016 program year, the PIR included a different section
called “Father involvement” that asked programs to report on activities that had a specific focus ONLY on
fathers or father figures. This section on “Father engagement” is different, asking more broadly about
father/father figure participation in program activities.)
C.52 Number of fathers/father figures who were engaged in the following activities during this program
year:
# of father/ father
figures
a. Family assessment
b. Family goal setting
c. Involvement in child’s Head Start child development experiences (e.g. home visits, parentteacher conferences, etc.)
d. Head Start program governance, such as participation in the Policy Council or policy
committees
e. Parenting education workshops
Homelessness services
Instructions
and
Definitions
Homeless - The lack of a fixed, regular, and adequate nighttime residence.
# of families
C.53 Total number of families experiencing homelessness that were served during the enrollment year
# of children
C.54 Total number of children experiencing homelessness that were served during the enrollment year
# of families
C.55 Total number of families experiencing homelessness that acquired housing during the enrollment
year
Foster care and child welfare
Instructions
and
Definitions
Children in foster care are categorically eligible for Head Start. In C.57, report the number of ALL enrolled
children who were referred by a child welfare agency, regardless of whether that child was in foster care.
# of children
C.56 Total number of enrolled children who were in foster care at any point during the program year
C.57 Total number of enrolled children who were referred to Head Start/Early Head Start services by
a child welfare agency
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Collaboration agreements and community engagement
Child care partners
Instructions
and
Definitions
Child Care Partner - An individual child care center, umbrella organization operating multiple child care
centers, child care resource and referral (CCR&R) network, or other entity with whom the Head Start
program has formal contractual agreements to provide child care services to enrolled children that meet
the Head Start Program Performance Standards.
Examples:
—If a Head Start program has three formal contractual agreements with three separate family child care
providers, then they would record three partners.
—If a Head Start program has one formal contractual agreement with a family child care network, but no
direct formal agreements with individual family child care providers, then the program would record one
partner.
# of formal
agreements
C.58 Total number of formal agreements with Child Care Partners during the program year
a. Of the Child Care Partners, the number of formal contractual agreements made void or broken
during the program year
Local education agency (LEA)
# of LEAs
C.59 Number of LEAs in the program’s service area
C.60 Number of formal agreements the program has with LEAs:
# of formal
agreements
a. To coordinate services for children with disabilities
b. To coordinate transition services
Public school pre-kindergarten programs
Yes (Y) / No (N)
C.61 Does the program have formal collaboration and resource sharing agreements with public school
pre-kindergarten programs?
# of formal
agreements
a. If yes, the number of formal agreements in which the program is currently participating
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Part C agencies
# of Part C
Agencies
C.62 Number of Part C agencies in the program’s service area
# of formal
agreements
a. Number of formal agreements the program has with Part C agencies to coordinate services for
children with disabilities
Child welfare agencies
Instructions
and
Definitions
Foster children are categorically eligible for Head Start and Early Head Start.
Yes (Y) / No (N)
C.63 Does the program have formal collaboration agreements with child welfare agencies?
# of formal
agreements
a. If yes, the number of formal agreements in which the program is currently participating
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D. APPENDIX
REFERENCE LINKS
Link to where
referenced in this
document
Top of the
Document
Funded
enrollment by
program option
– children
Link as referenced
in this document
URL or Mail To Address for Link
http://hses.ohs.acf.hhs.gov/hsprograms
All programs are required to submit PIR data electronically
using the Head Start Enterprise System (HSES), located at
http://hses.ohs.acf.hhs.gov/hsprograms.
http://eclkc.ohs.acf.hhs.gov/pir
PIR Guidance and Reference materials, as well as, Frequently
Asked Questions are available at
http://eclkc.ohs.acf.hhs.gov/pir.
[email protected]
Please contact the HSES Help Desk at [email protected] or
(866) 771-4737 if you require assistance with reporting.
45 CFR 1302 Subpart B – Program
Structure
https://eclkc.ohs.acf.hhs.gov/policy/45-cfr-chap-xiii/1302subpart-b-program-structure
Section 645(a)(1)(B)(iii)(I)
Type of
eligibility
Section 645(a)(1)(B)(iii)(II)
Section 645(d)
https://eclkc.ohs.acf.hhs.gov/policy/head-start-act/sec-645participation-head-start-programs
Section 645(a)(2)
Health services
Early and Periodic Screening,
Diagnostic, and Treatment (EPSDT)
http://eclkc.ohs.acf.hhs.gov/hslc/states/epsdt
Body Mass
Index (BMI)
About BMI for Children and Teens
http://www.cdc.gov/healthyweight/assessing/bmi/childrens_bm
i/about_childrens_bmi.html
Assessment
45 CFR 1305.2
https://eclkc.ohs.acf.hhs.gov/policy/45-cfr-chap-xiii/1305-2terms
2016-2017 PIR Form (Version 1.0, March 2017)
Page 60
| File Type | application/pdf |
| File Title | 2016–2017 Head Start Program Information Report |
| Subject | pir, report |
| Author | HHS/ACF/OHS |
| File Modified | 2017-04-07 |
| File Created | 2017-03-27 |