1 Program Information Report 2022-2023

2022-2023 HEAD START PROGRAM INFORMATION REPORT
Background and Purpose
In 1978, Head Start began the first uniform collection of Head Start program data to describe the nation’s programs. From
the mid-1980s on, the Head Start Program Information Report (PIR) has been the principal source of basic information
about Head Start services. The PIR is not intended to assess compliance with the Head Start Program Performance
Standards or other regulations. The primary purpose of the PIR is to make data available about local Head Start programs
to a broad audience including the public, researchers, policymakers, Congress, local and state early childhood entities,
Head Start staff, and many others. For example, the PIR makes data publicly available on the number of enrolled children
experiencing homelessness, in foster care, and with disabilities. The PIR shows how program data changes or remains
stable over time, which may impact policies, research papers, public perception, federal initiatives, and much more.
Head Start programs are f lexible by design and in their approach to meet the needs of their community. Head Start
programs gather data via self-assessments, set goals and track progress towards those goals, and use data to
continuously improve. As such, the PIR provides data on select foundational elements of the program and is not intended
to ref lect the robust data individual programs collect and track to inform their operations and long-term planning. For
example, the PIR provides general information about teacher qualifications, but local Head Start programs collect more
detail about their staffing credentials and professional development.
Reporting Requirements
The annual Head Start PIR must be completed by all programs funded by the federal government to operate Head Start
(HS) and Early Head Start (EHS) programs. A separate PIR must be completed for each grant recipient and each
delegate agency. Separate reports must be completed for HS and EHS Programs.
Deadline
The 2022-2023 PIR is due no later than August 31, 2023. Programs are encouraged to submit their reports as soon as
their program 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 submit PIRs to the grant recipient for review and approval in HSES.
Grant recipients submit their grant recipient and delegate program PIRs through HSES.
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
2022-2023 PIR guidance, reference materials, change highlights, and frequently asked questions are available at
http://eclkc.ohs.acf.hhs.gov/pir.
Programs are encouraged to reference this copy of the 2022-2023 PIR Form as they are collecting and preparing their
data f or submission.
Assistance and Support
Please contact the HSES Help Desk at help@hsesinfo.org or (866) 771-4737 if you require assistance with reporting.

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CONTENTS
2022-2023 Head Start Program Information Report ................................................................................. 1
A. Program Information............................................................................................................................... 4

General Information................................................................................................................................4
PIR Reporting Timeframes ......................................................................................................................5
Funded Enrollment.................................................................................................................................6
Funded enrollment by f unding source ............................................................................................6
Funded enrollment by program option............................................................................................6
Funded slots at child care partner .................................................................................................7
Classes in Center-based .........................................................................................................................8
Cumulative Enrollment............................................................................................................................8
Children by age..........................................................................................................................8
Pregnant women (EHS programs).................................................................................................8
Total cumulative enrollment..........................................................................................................9
Primary type of eligibility ..............................................................................................................9
Prior enrollment ........................................................................................................................ 10
Transition and turnover (HS programs) ........................................................................................ 10
Transition and turnover (EHS programs) ...................................................................................... 11
Transition and turnover (Migrant programs) .................................................................................. 12
Attendance .............................................................................................................................. 12
Child care subsidy .................................................................................................................... 12
Ethnicity and race ..................................................................................................................... 13
Primary language of f amily at home............................................................................................. 15
Dual language learners.............................................................................................................. 15
Transportation.......................................................................................................................... 15
Record Keeping................................................................................................................................... 16
Management information systems ............................................................................................... 16

B. Program Staff & Qualifications............................................................................................................. 17
Total Staff........................................................................................................................................... 17
Staff by type............................................................................................................................. 17
Total Volunteers .................................................................................................................................. 17
Volunteers by type.................................................................................................................... 17
Education and Child Development Staff................................................................................................... 18
Preschool classroom and assistant teachers (HS and Migrant programs) .......................................... 18
Preschool classroom teachers program enrollment ........................................................................ 19
Preschool classroom assistant teachers program enrollment ........................................................... 19
Inf ant and toddler classroom teachers (EHS and Migrant programs)................................................. 20
Home visitors and family child care provider staff qualifications........................................................ 21
Classroom teacher salary by level of education ............................................................................. 22
Average salary and benefits ....................................................................................................... 22
Ethnicity and race ..................................................................................................................... 23
Language................................................................................................................................ 24
Staff Turnover ..................................................................................................................................... 26
All staff turnover ....................................................................................................................... 26
Education and child development staff turnover............................................................................. 26

C. Child & Family Services ....................................................................................................................... 27
Health Services ................................................................................................................................... 27
Health insurance – children ........................................................................................................ 27
Health insurance - pregnant women (EHS programs)..................................................................... 27
Medical ................................................................................................................................... 28
Accessible health care - children...................................................................................... 28
Accessible health care - pregnant women (EHS Programs).................................................. 28
Medical services – children ............................................................................................. 28
Body Mass Index (BMI) –children (HS and Migrant programs).............................................. 29
Immunization services - children...................................................................................... 30
Medical services – pregnant women (EHS programs) ......................................................... 31
Prenatal health – pregnant women (EHS programs) ........................................................... 31

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Oral health............................................................................................................................... 32
Accessible dental care – children..................................................................................... 32
Preschool dental services (HS and Migrant programs) ........................................................ 32
Inf ant and toddler preventive dental services (EHS and Migrant programs) ............................ 33
Mental health consultation.......................................................................................................... 33
Disabilities Services ............................................................................................................................. 33
IDEA eligibility determination ...................................................................................................... 33
Preschool disabilities services (HS and Migrant programs).............................................................. 34
Inf ant and toddler Part C early intervention services (EHS and Migrant programs) .............................. 34
Preschool primary disabilities (HS and Migrant programs)............................................................... 35
Education and Development Tools/Approaches ........................................................................................ 36
Screening ................................................................................................................................ 36
Assessment ............................................................................................................................. 37
Curriculum............................................................................................................................... 38
Classroom and home visit observation tools ................................................................................. 40
Family and Community Partnerships ....................................................................................................... 41
Number of families .................................................................................................................... 41
Parent/guardian education ......................................................................................................... 41
Employment, Job Training, and School ........................................................................................ 42
Federal or other assistance ........................................................................................................ 43
Family services ........................................................................................................................ 43
Father engagement................................................................................................................... 44
Homelessness services ............................................................................................................. 45
Foster care and child welfare...................................................................................................... 45

D. Grant Level Questions ......................................................................................................................... 46
Intensive coaching ............................................................................................................................... 46
Management Staff Salaries ................................................................................................................... 46
Education Management Staff Qualifications ............................................................................................. 47
Family Services Staff Qualifications ........................................................................................................ 47
Formal Agreements for Collaboration...................................................................................................... 48

The Paperwork Reduction Act of 1995 (Public Law 104-13) Public reporting burden for this collection of information is estimated to average 1 hour
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 an expiration date of
4/30/2022. 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.

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A. PROGRAM INFORMATION
GENERAL INFORMATION
The General Inf ormation 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, update the following information.
Note: Programs can make changes to Agency Type and Agency Description, if incorrect, by sending an email to the
HSES Help Desk at help@hsesinfo.org and copying the assigned Program Specialist.
HSES Data

Value Options

Grant Number
Delegate Number
Program Type

•
•
•

Head Start
Early Head Start
Migrant & Seasonal Head Start

Program Name
Program Address
Program City, State, Zip Code (5+4)
Program Phone 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
Unique Entity Identifier (UEI)

•

Agency Type

•
•
•
•
•
•
•

Agency Description

•
•
•
•
•

2022-2023 PIR Form (Version 1.0)

Starting on April 4, 2022, the Data Universal Numbering System (DUNS)
Number will be replaced by a “new, non-proprietary identifier” requested in,
and assigned by, the System for Award Management (SAM.gov). This
identifier is the Unique Entity Identifier (UEI).
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)
Grant recipient that directly operates program(s) and has no delegates
Grant recipient that directly operates programs and delegates service
delivery
Grant recipient that maintains central office staff only and operates no
program(s) directly
Grant recipient that delegates all of its programs; it operates no programs
directly and maintains no central office staff
Delegate agency

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PIR REPORTING TIMEFRAMES
There are three different timeframes for reporting PIR, which include “at enrollment,” “at end of enrollment,” or “during the
program year.” These are defined below.
Note that if a PIR question does NOT specify a timeframe, then the “During the Program Year” definition applies.
Timeframe

Definition

At Enrollment

For returning enrollees, report their status at the start of their 2022-23 program year. For new
enrollees or those who enrolled after the program began, report their status at the time of their
enrollment.

At End of
Enrollment

Report the status of each enrollee at the end of their 2022-23 program year. For enrollees who
leave during the program year, include their most recent known status prior to leaving.
Report on services that directly relate to the 2022-23 program year. This may not align with the start
and end dates of classes or home visits. Programs have flexibility in reporting program services that
occur before and after those dates. For example:

During the
Program Year

• If a newly enrolling child receives a developmental screening prior to their first day of class in the
2022-23 program year, this would be included in this PIR because it is tied to their 2022-23
program year.
• If a child completes a medical screening as they transition to public school f ollowing their 202223 program year, this would be included in this PIR because it is tied to their 2022-23 program.
Note that programs do not report on program services related to children and f amilies enrolling to
begin services in the next program year. These services would be included in the next PIR.
Exception on child turnover question: The question on child turnover excludes turnover that occurs
bef ore the start and after the end of the program year, i.e., when the program is not in session.

None Specified

Use the “During the Program Year” definition.

Note: More than 20 PIR questions request data programs collect At Enrollment and At End of Enrollment and the
status collected should reflect the start or end date of the program year as best possible.
Guidance on Enrollees that Leave the Program and then Return During the Program Year
Enrollees may leave the program and then return during the same program year.
For these enrollees, programs should not duplicate data.
• The At Enrollment and At End of Enrollment follow the definitions above, regardless of the period of time
when they were not attending the program.
• During the Program Year would capture services provided across any period of time when they were
enrolled and participating in the program during the program year.

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FUNDED ENROLLMENT
Funded Enrollment is the total number of enrollees the program was funded to serve during the program 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 grant recipient’s Notice of Award (NOA) that captures the greatest part of
the program year.
Funded Enrollment from Non-Federal Sources - The total number of children and pregnant women fully funded by a
non-f ederal source who receive comprehensive services in compliance with Head Start Program Performance Standards.
This may include, for example, slots fully funded by the state or local school district.
Funded Enrollment from the Maternal, Infant, and Early Childhood Home Visiting (MIECHV) Grant Program using
the EHS home visiting model – The total number of 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 by funding source
A.1 Funded Enrollment:

# of children /
pregnant women

a. Head Start/Early Head Start Funded Enrollment, as identified on the NOA that captures
the greatest part of the program year
b. Funded Enrollment from non-federal sources, i.e., state, local, private
c. Funded Enrollment from the MIECHV Grant Program using the Early Head Start home
visiting model

Funded enrollment by program option
Report funded enrollment slots (slots) for the program option(s) used during the 2021-2022 program year. If more than
one program option applied to a group of children, report on the program option used for the greatest part of the year.
Center-based option – Delivery of services primarily in classroom settings.
•
•
•

•

Head Start – services must be provided for at least 160 days per year for a program that operates 5 days a week
and 128 days per year for a program that operates 4 days a week.
Early Head Start – services must be provided for at least 1,380 annual hours.
Annual hours are calculated by multiplying days per year by hours per day (i.e., excluding days when the program
is not in session such as summer break, weekends, and holidays). Include any hours funded by another source
including state or local preschool to offer additional hours of services that meet the Head Start Program
Perf ormance Standards.
o For example, a Head Start program that provided services for 180 days per year, for 6 hours per day,
would operate for 180 * 6 = 1,020 annual hours.
o For example, an Early Head Start program that provided services for 230 days per year, for 6 hours per
day, would operate for 230 * 6 = 1,380 annual hours.
Full-working-day classes/groups operate 10 hours per day and full-calendar-year classes/groups operate all
days of the year other than Saturday, Sunday, holidays, and 15 or fewer vacation days.

Home-based option – Delivery of services through visits with the child’s parents, primarily in the child’s home and
through group socialization opportunities.
• Head Start – program must provide a minimum of one 90-minute home visit per week and 32 visits per year as
well as 16 group socializations per year.
• Early Head Start – program must provide a minimum of one 90-minute home visit per week and 46 visits per year
as well as 22 group socializations per year.
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Family child care option – Delivery of services to children receiving child care primarily in the home of a f amily child care
provider or other family-like setting. Providers must operate sufficient hours to meet the child care needs of the families
and not less than 1,380 hours per year.
Locally designed option – By waiver, programs may request to operate a locally-designed program option including a
combination of program options to better meet the needs of their communities or demonstrate or test alternative
approaches for providing program services. Any locally-designed option must be formally approved by the responsible
HHS of ficial and such approval period indicated in the Notice of Award. All program options deliver a f ull range of
services, consistent with §1302.20(b). Refer to 45 CFR § 1302 Subpart B – Program Structure for additional information.
# of slots

A.2 Center-based option
a. Number of slots equal to or greater than 1,020 annual hours for Head Start preschool
children or 1,380 annual hours for Early Head Start infants and toddlers
1. Of these, the number that are available for the full-working-day and full-calendar-year
b. Number of slots with fewer than 1,020 annual hours for Head Start preschool children or
1,380 annual hours f or Early Head Start infants and toddlers
1. Of these, the number that are available for 3.5 hours per day for 128 days
2. Of these, the number that are available for a f ull working day
A.3 Home-based option
A.4 Family child care option
A.5 Locally designed option

# of pregnant
women slots
A.6 Pregnant women slots

Funded slots at child care partner
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.
Include only those children served through a partner organization; not those in your own program’s extended day or wraparound care.
# of slots
A.7 Total number of slots in the center-based or locally designed option

System calculates as
A.2.a + A.2.b + A.5

a. Of these, the total number of slots at a child care partner
A.8 Total f unded enrollment at child care partners
(includes center-based, locally designed, and family child care program options)

2022-2023 PIR Form (Version 1.0)

System calculates as
A.4 + A.7.a

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CLASSES IN CENTER-BASED
Class - A group of children that functions as a single unit, including preschool, infants/toddlers, and mixed-age groupings
in a center-based setting.
Double Session Classes - A center-based option that employs a single teacher 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 in A.9 and A.9.a.
Include both classes directly operated by the program, as well as those operated by child care partners.
# of classes
A.9 Total number of center-based classes operated
a. Of these, the number of double session classes

CUMULATIVE ENROLLMENT
Children by age
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.10 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

g. Total cumulative enrollment of children

System calculates as
Sum {A.10.a through A.10.f}

Pregnant women (EHS programs)
# of pregnant women
A.11 Cumulative enrollment of pregnant women

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Total cumulative enrollment
# of children /
pregnant women
A.12 Total cumulative enrollment

System calculates as
A.10.g + A.11

Primary type of eligibility
Report each enrollee only once, in A.13, by primary type of eligibility based on 45 CFR § 1302.12(c) through (f).
Note that questions on homelessness, public assistance receipt, and children in foster care during the program year are
reported separately in Section C.
A.13 Report each enrollee only once by primary type of eligibility:

# of children /
pregnant women*

a. Income at or below 100% of federal poverty line
b. Public assistance (TANF, SSI, and SNAP)
c. Foster care
d. Homeless
e. Eligibility based on other type of need, but not counted in A.13.a through d**
# of children /
pregnant women
f.

Incomes between 100% and 130% of the federal poverty line, but not counted in
A.13.a through e***
* Section 1302.12(c)(1) of the Head Start Program Performance Standards specifies a pregnant woman or child is
eligible if they meet one of these requirements.
** Section 1302.12(c)(2) of the Head Start Program Performance Standards specifies that a program may enroll a child
who would benefit from services but does not meet eligibility requirements describe in A.13.a through d, provided that
these participants only make up to 10 percent of a program’s enrollment.
*** Section 1302.12(d) of the Head Start Program Performance Standards specifies that a program may enroll an
additional 35 percent of participants whose families do not meet a criteria described A.13.a through e and whose
incomes are below 130 percent of the poverty line.
A.14 If the program serves enrollees under A.13.f, specify how the program has demonstrated that all income-eligible
children in their area are being served.

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Prior enrollment
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
f or at least half of the time that classes or home visits were in session.
A.15 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)
When counting the number of children who were enrolled less than 45 days, count from the date the child began classes
or, f or home-based programs, the date home visits began. Grant recipients 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.16 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
For Question A.17, 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.17 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

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Transition and turnover (EHS programs)
When counting the number of children who were enrolled less than 45 days, count from the date the child began classes
or, f or home-based programs, the date home visits began. Grant recipients 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.
Grant recipients 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.18 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 inf ants and toddlers who left the program above, the number of infants and
toddlers who were enrolled less than 45 days
b. Of the inf ants and toddlers who left the program during the program year, the number
who aged out of Early Head Start
1. Of the inf ants and toddlers who aged out of Early Head Start, the number who
entered a Head Start program
2. Of the inf ants and toddlers who aged out of Early Head Start, the number who
entered another early childhood program
3. Of the inf ants and toddlers who aged out of Early Head Start, the number who did
not enter another early childhood program
# of pregnant
women
A.19 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. 20 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

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System
calculates as
A.20 - A.20.a

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Transition and turnover (Migrant programs)
When counting the number of children who were enrolled less than 45 days, count from the date the child began classes.
Grant recipients 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.21 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

Attendance
Chronically absent – missing 10 percent or more of program days due to absence for any reason
According to 45 CFR 1302.16, programs are required to use individual child attendance data to identify children with
patterns of absence that put them at risk of missing ten percent of program days per year and develop appropriate
strategies to improve individual attendance among identified children. The Office of Head Start understands that children
may become chronically absent for reasons such as chronic illnesses.
# of children
A.22 The total number of children cumulatively enrolled in the center-based or family child
care program option
a. Of these children, the number of children that were chronically absent
1. Of the children chronically absent, the number that stayed enrolled until the end
of enrollment
A.23 Comments on children that were chronically absent:

Child care subsidy
Report the number of enrolled children for whom the program and/or its partners received a child care subsidy.
# of children
A.24 The number of enrolled children for whom the program and/or its partners received a child
care subsidy during the program year

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Ethnicity and race
The Of f ice 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 NonHispanic 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
including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and
Vietnam.
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 two or more races.
Other - A person reporting a race other than those listed.
Unspecified - A person whose race and ethnicity is unknown or whose parents declined to identify their race and
ethnicity.
A.25 Race and ethnicity

# of children / pregnant women
(1)
Hispanic or
Latino origin

(2)
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:

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# of children /
pregnant women
h. Unspecified race and ethnicity
1. Explain:

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Primary language of family at home
If available, select the appropriate primary language spoken at home, to help ensure consistency in reporting. If the
language does not fit in the available categories, please select “Other” and enter the language(s) in its entirety. Note the
languages specified in parentheses are examples only and are not a comprehensive list.
A.26 Primary language of family at home:

# of children

a. English
1. Of these, the number of children acquiring/learning another language in addition to 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. Pacif ic Island Languages (e.g., Palauan, Fijian)
i.

European & Slavic Languages (e.g., German, French, Italian, Croatian, Yiddish, Portuguese,
Russian)

j.

Af rican Languages (e.g., Swahili, Wolof)

k. American Sign Language
l.

Other
1. Specify:

m. Unspecified (language is not known or parents declined identifying the home language)

Dual language learners
Dual language learner means a child/pregnant woman who is acquiring two or more languages at the same time, or a
child/pregnant woman who is learning a second language while continuing to develop their f irst language. The term "dual
language learner" may encompass or overlap substantially with other terms frequently used, such as bilingual, English
language learner (ELL), Limited English Proficient (LEP), English learner, and children who speak a Language Other
Than English (LOTE).
# of children
A.27 Total number of Dual Language Learners

System calculates as A.26.a.1 +
Sum of {A.26.b through A.26.m}

Transportation
A response is required from all programs, including those that do not provide transportation. This is for transportation to
and f rom classes and does not include transportation only for field trips, family events, or other one-time occasions.
# of children
A.28 Number of children for whom transportation is provided to and from classes

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RECORD KEEPING
Management information systems
A.29 List the management information system(s) your program uses to support tracking, maintaining, and using data
on enrollees, program services, families, and program staff.
List primary system 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.
• CAP60
• CAPTAIN
• ChildPlus
• COPA
• Microsoft Office (e.g., Excel, Access)
• PROMIS
• Shine Insight
The specific edition or version of the platform is NOT needed. If your system 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 systems.

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B. PROGRAM STAFF & QUALIFICATIONS
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 during the program year.
• If more than one individual held the position during the program year, provide information for the person who was
in the position at the time the PIR is submitted.
• If the position is vacant at the time the PIR is submitted, provide information on the last person to hold the position
during the program year.
• Head Start and Early Head Start programs must report separately. Report staff members who work with both
programs on both PIRs.
• Grant recipients and delegate agencies must also report staff separately.
Staf f to include or not to include in the PIR counts.
Included Head Start or Early Head Start Staff - Includes all administrative, management, education and 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
prof essionals, child care providers, collaborative teaching staff, family child care providers, coaches, or bus
drivers).
May be
Substitutes - For PIR purposes, include only those substitutes that replaced a staff member for an
included extended period. Examples include turnover, maternity, or other extended leave.
Not
Consultants - Individuals providing short-term services to the program are not to be counted as staff.
included Volunteers, student interns, or trainees are not to be counted as staff.

TOTAL STAFF
Staff by type
(1)
# of Head Start or
Early Head Start staff

(2)
# of contracted
staf f

B.1 Total number of staff members, regardless of the funding source
f or their salary or number of hours worked
a. Of these, the number who are current or former Head Start or
Early Head Start parents

TOTAL VOLUNTEERS
Volunteers by type
Include both classroom and non-classroom volunteers. Count each person only once, regardless of the number of times
they have volunteered in the program.
# of volunteers
B.2 Number of persons providing any volunteer services to the program during the program year
a. Of these, the number who are current or former Head Start or Early Head Start parents

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EDUCATION AND CHILD DEVELOPMENT STAFF
Preschool classroom and assistant teachers (HS and Migrant programs)
Include all preschool education and 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 education and
child development staff and the education and child development staff of partnering agencies that provide direct services
to Head Start children.
Count each preschool education and 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 Education and Child Development Staff - Ref ers to education and child development staff serving Head
Start program children, including those serving Migrant and Seasonal Head Start program children ages 3 to 5.
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)
# of classroom
teachers

(2)
# of assistant
teachers

B.3 Total number of preschool education and child development staff by position
Of the number of preschool education and child development staff by position, the
number with the f ollowing:
a. An advanced degree in:
• early childhood education or
• any f ield and coursework equivalent to a major relating to early
childhood education, with experience teaching preschool-age children
b. A baccalaureate degree in one of the following:
• early childhood education
• any f ield and coursework equivalent to a major relating to early
childhood education with experience teaching preschool-age children or
• any f ield and is part of the Teach for America program and passed a
rigorous early childhood content exam
c. An associate degree in:
• early childhood education or
• a f ield related to early childhood education and coursework equivalent
to a major relating to early childhood education with experience
teaching preschool-age children
d. A Child Development Associate (CDA) credential or state-awarded
certif ication, credential, or licensure that meets or exceeds CDA
requirements
1. Of these, a CDA credential or state-awarded certification, credential, or
licensure that meets or exceeds CDA requirements and that is
appropriate to the option in which they are working
e. None of the qualifications listed in B.3.a through B.3.d
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Preschool classroom teachers program enrollment
# of classroom teachers
B.4 Total number of preschool classroom teachers that do not meet qualifications
listed in B.3.a or B.3.b

System calculates as
Sum of {B.3.c.1 through B.3.e}

a. Of these preschool classroom teachers, the number enrolled in a degree
program that would meet the qualifications described in B.3.a or B.3.b.

Preschool classroom assistant teachers program enrollment
# of classroom teachers
B.5 Total number of preschool assistant teachers that do not have any
qualif ications listed in B.3.a through B.3.d

System calculates as B.3.e

a. Of these preschool assistant teachers, the number enrolled in a degree,
certif ication, credential, or licensure program that would meet one of the
qualif ications listed in B.3.a through B.3.d.

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Infant and toddler classroom teachers (EHS and Migrant programs)
Include education and 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 education and child development staff and the education and child development staff of partnering
agencies that provide services to infants, toddlers, and pregnant women.
Count each education and 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.
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 inf ant and toddler classrooms must be staffed by two teachers; a group of nine children must be staffed by three
teachers.
Do not include individuals that do not fit the definition of classroom teachers. For example, do not include the third person
in an EHS classroom of eight infants and toddlers that is a teacher aide and not a co-lead teacher.
# of classroom
teachers
B.6 Total number of infant and toddler classroom teachers
Of the number of infant and toddler classroom teachers, the number with the following:
a. An advanced degree in:
• early childhood education with a f ocus on infant and toddler development or
• any f ield and coursework equivalent to a major relating to early childhood education, with
experience teaching infants and/or toddlers
b. A baccalaureate degree in:
• early childhood education with a f ocus on infant and toddler development or
• any f ield and coursework equivalent to a major relating to early childhood education with
experience teaching infants and/or toddlers
c. An associate degree in:
• early childhood education with a f ocus on infant and toddler development or
• a f ield related to early childhood education and coursework equivalent to a major relating
to early childhood education with experience teaching infants and/or toddlers
d. A Child Development Associate (CDA) credential or state-awarded certification, credential, or
licensure that meets or exceeds CDA requirements
1. Of these, a CDA credential or state-awarded certification, credential, or licensure that
meets or exceeds CDA requirements and that is appropriate to the option in which they
are working
e. None of the qualifications listed in B.6.a through B.6.d

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# of classroom
teachers
B.7 Total number of infant and toddler classroom teachers that do not have any qualifications listed
in B.6.a through B.6.d

System
calculates as
B.6.e

a. Of these infant and toddler classroom teachers, the number enrolled in a degree, certification,
credential, or licensure program that would meet one of the qualifications listed in B.6.a
through B.6.d.

Home visitors and family child care provider staff qualifications
Include all home visitors and family child care providers, both part-time and full-time, regardless of the funding source for
their salary.
Count each staff person once by the highest degree or credential held.
Home Visitors - The staff member in the home-based program option assigned a caseload of families, to work with
parents to provide comprehensive services to children and their families through home visits and group socialization
activities.
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) Child Development Specialist - A specialist that supports family child care providers and ensures
the provision of quality services at each family child care home.
# of home
visitors
B.8 Total number of home visitors
a. Of these, the number of home visitors that have a home-based CDA credential or comparable
credential, or equivalent coursework as part of an associate's, baccalaureate, or advanced
degree
b. Of these, the number of home visitors that do not meet one of the qualifications described in
B.8.a.
1. Of the home visitors in B.8.b, the number enrolled in a degree or credential program that
would meet a qualification described in B.8.a.
# of f amily child
care providers
B.9 Total number of family child care providers
a. Of these, the number of family child care providers that have a Family Child Care CDA
credential or state equivalent, or an associate, baccalaureate, or advanced degree in child
development or early childhood education
b. Of these, the number of family child care providers that do not meet one of the qualifications
described in B.9.a.
1. Of the f amily child care providers in B.9.b, the number enrolled in a degree or credential
program that would meet a qualification described in B.9.a.

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# of child
development
specialists
B.10 Total number of child development specialists that support family child care providers
a. Of these, the number of child development specialists that have a baccalaureate degree in
child development, early childhood education, or a related field
b. Of these, the number of child development specialists that do not meet one of the
qualif ications described in B.10.a.
1. Of the child development specialists in B.10.b, the number enrolled in a degree or
credential program that would meet a qualification described in B.10.a.

Classroom teacher salary by level of education
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 f unded by a non-ACF source. Report the actual average salaries, not the pay
scale f or teachers with this degree or credential.
Average
annual salary

B.11 Classroom teacher salary by level of education:
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,
f amily 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.11.a through B.11.d

$

Average salary and benefits
Average Annual Salary - Report the average annual salary for all staff in each position, even if part or all of the salary is
f unded 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 f igure 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.
Average Benefits - Report the average benefit costs of the positions. Benefits reported should consist of the following
f ive major categories including the costs of 18 benefits:
• Paid leave - vacation, holiday, sick, and personal leave;
• Supplemental pay - overtime and premium, shift differentials, and nonproduction bonuses;
• Insurance - lif e, health, short-term and long-term disability;
• Retirement and savings - defined benefit and defined contribution; and
• Legally required benefits - Social Security (refers to Old-Age, Survivors, and Disability Insurance (OASDI)
program), Medicare, federal and state unemployment insurance, and Workers’ Compensation.
(1)
Average
annual salary

(2)
Average hourly
rate

a. Classroom Teachers

$

$

$

b. Assistant Teachers

$

$

$

c. Home-Based Visitors

$

$

$

B.12 Average salary:

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(2)
Average
Benef its

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B.12 Average salary:
d. Family Child Care Providers

(1)
Average
annual salary

(2)
Average hourly
rate

$

$

(2)
Average
Benef its
$

Ethnicity and race
The Of f ice 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.13.c-1 below. A
staf f member that identifies as Chinese and not Hispanic will be counted in the “Asian AND Non-Hispanic Non-Latino
origin,” Box B.13.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
including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and
Vietnam.
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 two or more races.
Other - A person reporting a race other than those listed.
Unspecified - A person whose race and ethnicity is unknown or whose parents declined to identify their race and
ethnicity.
B.13 Race and Ethnicity

# of non-supervisory education and
child development staff
(1)
Hispanic or
Latino origin

(2)
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
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B.13 Race and Ethnicity

# of non-supervisory education and
child development staff
(1)
Hispanic or
Latino origin

f.

(2)
Non-Hispanic or
Non-Latino origin

Biracial/Multi-racial

g. Other
1. Explain:
# of non-supervisory education
and child development staff
i.

Unspecified race and ethnicity
2. Explain:

Language
Report each non-supervisory education and child development staff member. This includes classroom teachers,
preschool assistant teachers, home-based visitors, and family child care providers.
If available, select the appropriate language, to help ensure consistency in reporting. If the language does not fit in the
available categories, please select “Other” and enter the language(s) in its entirety. Note the languages specified in
parentheses are examples only and are not a comprehensive list.
# of nonsupervisory
education and child
development staff
B.14 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.15 Language groups in which staff are proficient:

# of nonsupervisory
education and 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. Pacif ic Island Languages (e.g., Palauan, Fijian)
h. European & Slavic Languages (e.g., German, French, Italian, Croatian, Yiddish,
Portuguese, Russian)
i.

Af rican Languages (e.g., Swahili, Wolof)

j.

American Sign Language

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# of nonsupervisory
education and child
development staff
k. Other
1. Specify:
l.

Unspecified (language is not known or staff declined identifying the language)

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STAFF TURNOVER
All staff turnover
(1)
# of Head Start
or Early Head
Start staff

(2)
# of contracted
staf f

B.16 Total number of staff who left during the program year (including turnover
that occurred while the program was not in session, e.g., summer months)
a. Of these, the number who were replaced

Education and child development staff turnover
# of staff
B.17 The number of teachers, preschool assistant teachers, family child care providers, and
home visitors who left during the program year (including turnover that occurred while
classes and home visits were not in session, e.g., during summer months)
a. Of these, the number who were replaced
b. Of these, the number who left while classes and home visits were in session
c. Of these, the number that were teachers who left the program
B.18 Of the number of education and child development staff that left, the number that left for
the f ollowing primary reason:

# of staff

a. Higher compensation
1. Of these, the number that moved to state pre-k or other early childhood program
b. Retirement or relocation
c. Involuntary separation
d. Other (e.g., change in job field, reason not provided)
1. Specify:
B.19 Number of vacancies during the program year that remained unfilled for a period of 3
months or longer

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C. CHILD & FAMILY SERVICES
HEALTH SERVICES
Health inf ormation should be obtained from medical, dental, and immunization records of all children and pregnant
women.
Ref er 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. Do
not include children or pregnant women who have not been officially certified. Include children or pregnant women
enrolled in Medicaid for any length of time during the program year.
Children’s Health Insurance Program - A f ederal-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.

Health insurance – children
Count each child only once.
In Question 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
# of children at end
enrollment
of enrollment
C.1 Number of all children with health insurance
a. Of these, the number enrolled in Medicaid and/or CHIP
b. Of these, the number enrolled in state-only funded
insurance (e.g., medically indigent insurance), private
insurance, or other health insurance
C.2 Number of children with no health insurance

System calculates as
C.1(1) – C.1.a(1)

System calculates as
C.1(2) – C.1.a(2)

System calculates as
A.10.g. – C.1(1)

System calculates as
A.10.g. – C.1(2)

Health insurance - pregnant women (EHS programs)
(1)
# of pregnant women
at enrollment

(2)
# of pregnant women
at end of enrollment

System calculates as
C.3(1) – C.3.a(1)

System calculates as
C.3(2) – C.3.a(2)

System calculates as
A.11 – C.3(1)

System calculates as
A.11 – C.3(2)

C.3 Number of pregnant women with at least one type of health
insurance
a. Of these, the number enrolled in Medicaid
b. Of these, the number enrolled in state-only funded
insurance (e.g., medically indigent insurance), private
insurance, or other health insurance
C.4 Number of pregnant women with no health insurance

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Medical
For assistance identifying federally qualified Health Centers, see https://findahealthcenter.hrsa.gov/. For assistance
identifying Indian Health Service, Tribal or Urban Indian Health Program facility, see https://www.ihs.gov/findhealthcare/.

Accessible health care - children
(1)
# of children at
enrollment

(2)
# of children at
end of enrollment

(1)
# of pregnant
women at
enrollment

(2)
# of pregnant
women at end of
enrollment

C.5 Number of children with an ongoing source of continuous, accessible
health care provided by a health care professional that maintains the
child’s ongoing health record and is not primarily a source of
emergency or urgent care
a. Of these, the number of children that have accessible health care
through a f ederally qualified Health Center, Indian Health Service,
Tribal and/or Urban Indian Health Program facility

Accessible health care - pregnant women (EHS Programs)

C.6 Number of pregnant women with an ongoing source of continuous,
accessible health care provided by a health care professional that
maintains their ongoing health record and is not primarily a source of
emergency or urgent care

Medical services – children
Medical Treatment - Any service that is required to improve the physical condition of the child, including all forms of
medical follow-up.
Chronic health condition is an "umbrella" term. Children with chronic illnesses may be ill or well at any given time, but
they are always living with their condition.
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 asks specifically about children with any chronic condition needing medical treatment by a health care
prof essional, regardless of when the condition was first diagnosed or up-to-date status on EPSDT schedules.
Question C.9 asks about all children with the specific chronic conditions listed, regardless of when the condition was first
diagnosed by a health care professional and regardless of whether they are receiving medical treatment. For C.9, only
report on children that were diagnosed by a health care professional. Additional information from the Centers for Disease
Control and Prevention (CDC) is available on ASD and ADHD.

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(1)
# of children
at enrollment

(2)
# of children at
end of enrollment

C.7 Number of 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
C.8 Number of children diagnosed with any chronic condition by a health care professional,
regardless of when the condition was first diagnosed
a. Of these, the number who received medical treatment for their diagnosed chronic
health condition
b. Specify the primary reason that children with any chronic condition diagnosed by a
health care professional did not receive medical treatment:

# of children

1. No medical treatment needed
2. No health insurance
3. Parents did not keep/make appointment
4. Children lef t the program before their appointment date
5. Appointment is scheduled for future date
6. Other
1. Specify:
C.9 Number of children diagnosed by a health care professional with the following chronic
condition, regardless of when the condition was first diagnosed:

# of children

a. Autism spectrum disorder (ASD)
b. Attention deficit hyperactivity disorder (ADHD)
c. Asthma
d. Seizures
e. Lif e-threatening allergies (e.g., food allergies, bee stings, and medication allergies that
may result in systemic anaphylaxis)
f.

Hearing Problems

g. Vision Problems
h. Blood lead level test with elevated lead levels >5 μg/dL
i.

Diabetes

Body Mass Index (BMI) –children (HS and Migrant programs)
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 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.
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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 children who are in the following weight categories according to the 2000 CDC
BMI-f or-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)
# of children at
enrollment

(2)
# of children at
end of enrollment

C.11 Number of children who have been determined by a health care
prof essional 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
prof essional 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
f rom immunizations

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Medical services – pregnant women (EHS programs)
Enrolled pregnant women may be counted in more than one category if more than one type of service was received.
Include pregnant women that received services directly through the program or through program referrals. In terms of
services, please count only those enrolled pregnant women that actually received the services, not those that were
ref erred and either did not go or were not yet able to receive the services due to denial or postponement.
Pregnant women who attend educational presentations including those provided through electronic means (e.g., online
training modules) may be counted as receiving a service. Inf ormational brochures and pamphlets distributed to all
pregnant women are not counted in the PIR.
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. A professional oral health assessment, examination, and/or treatment
d. Mental health interventions and follow up
e. Education on fetal development
f.

Education on the benefits of breastfeeding

g. Education on the importance of nutrition
h. Education on infant care and safe sleep practices
i.

Education on the risks of alcohol, drugs, and/or smoking

j.

Facilitating access to substance abuse treatment (i.e., alcohol, drugs, and/or smoking)

Prenatal health – pregnant women (EHS programs)
C.15 Trimester of pregnancy in which the pregnant women served were enrolled:

# of pregnant
women

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

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Oral health
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.

Accessible dental care – children
(1)
# of children at
enrollment

(2)
# of children at
end of enrollment

C.17 Number of children with continuous, accessible dental care provided
by an oral health care professional which includes access to
preventive care and dental treatment

Preschool dental services (HS and Migrant programs)
Migrant programs should report on children age 3 and older only when completing this item.
# of children at
end of enrollment
C.18 Number of children who received preventive care during the program year
C.19 Number of all children, including those enrolled in Medicaid or CHIP, who have completed
a prof essional dental examination during the program year
a. Of these, the number of children diagnosed as needing dental treatment during the
program year
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:

# of children

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 lef t the program before their appointment date
7. Appointment is scheduled for future date
8. No transportation
9. Other
1. Specify:

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Infant and toddler preventive dental services (EHS and Migrant programs)
Migrant programs should report on infants and toddlers only when completing this item.
# of children at
end of enrollment
C.20 Number of all children who are up-to-date according to the dental periodicity schedule in
the relevant state’s EPSDT schedule

Mental health consultation
Mental Health Consultant – Licensed or certified mental health professionals that provide assistance to teachers,
preschool assistant teachers, home visitors, and family child care providers to meet children’s mental health and social
and emotional needs through strategies that include observation and consultation.

C.21 Total number of classroom teachers, home visitors, and family child care providers

# of staff
System calculates
as B.3(1) + B.6 +
B.8 + B.9

a. Indicate the number of classroom teachers, home visitors, and family child care
providers who received assistance from a mental health consultant through observation
and consultation

DISABILITIES SERVICES
Children in Head Start programs may be determined eligible to receive special education and related services under the
Individuals with Disabilities Education Act (IDEA). Report on children referred for an evaluation to determine IDEA
eligibility during the program year in questions C.22 and C.23. Report on children determined to be eligible to receive
these services under IDEA in questions C.24 and C.25, regardless of when the determination was made.

IDEA eligibility determination
# of children
C.22 The total number of children referred for an evaluation to determine eligibility under the
Individuals with Disabilities Education Act (IDEA) during the program year
a. Of these, the number who received an evaluation to determine IDEA eligibility
1. Of the children that received an evaluation, the number that were diagnosed with a
disability under IDEA
2. Of the children that received an evaluation, the number that were not diagnosed with
a disability under IDEA
1. Of these children, the number for which the program is still providing or
f acilitating individualized services and supports such as an individual learning
plan or supports described under Section 504 of the Rehabilitation Act.
b. Of these, the number who did not receive an evaluation to determine IDEA eligibility

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as C.22 - C.22.a

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C.23 Specify the primary reason that children referred for an evaluation to determine IDEA
eligibility did not receive it:

# of children

a. The responsible agency assigned child to Response to Intervention (RTI)
b. Parent(s) ref used evaluation
c. Evaluation is pending and not yet completed by responsible agency
d. Other
1. Specify:

Preschool disabilities services (HS and Migrant programs)
# of children
C.24 Number of children enrolled in the program who had an Individualized Education Program
(IEP), at any time during the program year, indicating they were determined eligible by the
LEA to receive special education and related services under the IDEA
a. Of these, the number who were determined eligible to receive special education and
related services:

# of children

1. Prior to this program year
2. During this program 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.25 Number of children enrolled in the program who had an Individualized Family Service Plan
(IFSP), at any time during the program year, indicating they were determined eligible by
the Part C Agency to receive early intervention services under the IDEA
a. Of these, the number who were determined eligible to receive early intervention
services:

# of children

1. Prior to this program year
2. During this program 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)
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.26 Diagnosed primary disability:

(1)
# of children
determined to
have this disability

(2)
# 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
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 3year-old, received the screening, and is returning to Head Start as a 4-year-old, that child does NOT need to be rescreened.
This question asks about the initial screenings within 45 days of entry for children who are enrolled in the program for the
f irst 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.27 Number of all newly enrolled children since last year’s PIR was reported
C.28 Number of all newly enrolled children who completed required screenings within 45 days
f or 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.29 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.
• Acuscreen
• AGS Screening Profile
• ASQ (all editions)
• Battelle Developmental Inventory (all editions)
• Brigance (all editions)
• Chicago Early Screening
• CIP (Comprehensive Identification Process)
• Denver Developmental Screening – II
• Dial (all editions)
• Early Screening Profile
• EDEN (Evaluacion Desarrollo Del Nino)
• ESI-R (Early Screening Inventory Revised – Preschool)
• First Step
• LAP-D (Learning Accomplishment Profile – Diagnostic Screener)
If available, please select the appropriate title from the dropdown, to help ensure consistency in reporting. The specific
edition of screening instrument(s) is not needed. 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 instruments.

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Assessment
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.30 Approach or tool(s) used by the program to support ongoing child assessment:
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.
• AEPS (Assessment Evaluation and Program System)
• Brigance Inventory of Early Development
• Child Development Checklist
• Child Observation Record (COR) High Scope
• Child Outcome Measures
• Creative Curriculum (all editions)
• DRDP: Desired Results Developmental Profile (all editions)
• E-LAP (Early Learning Accomplishment Profile)
• Galileo Assessment Scales Online
• HELP (Hawaii Early Learning Profile)
• High Reach Learning - GRO
• LAP: Learning Accomplishment Profile (all editions)
• Ounce Scale
• Portage
• Portfolios
• Pre-K Success
• Teaching Strategies GOLD Online
• Work Sampling
If available, please select the appropriate title from the dropdown, to help ensure consistency in reporting. The specific
edition of assessment tool(s) is not needed. 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.

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Curriculum
EHS programs:
If no specific curriculum is used for pregnant women services (C.31.d), leave the item blank.
C.31 Curriculum used by the program:
a. For center-based services:
Enter curriculum used as
primary f oundation first

Name/title

1. Enter name/title:
2. Enter name/title:
3. Enter name/title:
Common titles have been pre-populated in a dropdown for your convenience and are listed below.
• Assessment, Evaluation and Programming System (AEPS) Core Knowledge
• Creative Curriculum (Early Childhood)
• Creative Curriculum (Infant and Toddler)
• Creative Curriculum (PreSchool)
• Creative Curriculum for Infants, Toddlers, and Twos
• DLM (Developmental Learning Materials)
• Domains Based Curriculum
• Frog Street Infant
• Frog Street Toddler
• Frog Street Pre-K
• High Reach
• High Scope (Infant & Toddler)
• High Scope (Preschool)
• Innovations
• Scholastic
If available, please select the appropriate title 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.
b. For f amily child care services:
Enter curriculum used as
primary f oundation first

Name/title

1. Enter name/title
2. Enter name/title
3. Enter name/title
Common titles have been pre-populated in a dropdown for your convenience and are listed below.
• Born to Learn (Parents as Teachers)
• Creative Curriculum for Family Child Care
• Creative Curriculum (Other)
• Growing Great Kids
• High Scope (Infant & Toddler)
• High Scope (Preschool)
• Partners for a Healthy Baby (Florida State University)
If available, please select the appropriate title 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.
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c. For home-based services:
Enter curriculum used as
primary f oundation first

Name/title

1. Enter name/title
2. Enter name/title
3. Enter name/title
Common titles have been pre-populated in a dropdown for your convenience and are listed below.
• Born to Learn (Parents as Teachers)
• Creative Curriculum (Early Childhood)
• Creative Curriculum (Infant & Toddler)
• Creative Curriculum (PreSchool)
• Creative Curriculum for Infants, Toddlers, and Twos
• Growing Great Kids
• High Reach
• High Scope (Infant & Toddler)
• High Scope (PreSchool)
• Partners for A Healthy Baby (Florida State University)
If available, please select the appropriate title 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.
d. For pregnant women services:
Enter curriculum used as
primary f oundation first

Name/title

1. Enter name/title
2. Enter name/title
3. Enter name/title
Common titles have been pre-populated in a dropdown for your convenience and are listed below.
• Becoming A Mom (March of Dimes)
• Born to Learn (Parents as Teachers)
• Comenzando Bien (March of Dimes)
• Great Beginnings
• Growing Great Kids
• Partners for A Healthy Baby (Florida State University)
If available, please select the appropriate title 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.

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e. For building on the parents’ knowledge and skill (i.e., parenting curriculum)
Enter curriculum used as
primary f oundation first

Name/title

1. Enter name/title
2. Enter name/title
3. Enter name/title
Common titles have been pre-populated in a dropdown for your convenience and are listed below.
• Ready Rosie
• Conscious Discipline Parenting Curriculum
• Parents as Teachers
• Active Parenting
• Positive Solutions for Families
• Love and Logic
• Abriendo Puertas
If available, please select the appropriate title 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.

Classroom and home visit observation tools
Yes (Y) /
No (N)
C.32 Does the program routinely use classroom or home visit observation tools to assess quality?
C.33 If yes, classroom and home visit observation tool(s) used by the program:
Enter tool(s) used to observe staff-child interactions in
each setting offered

Name/title

a. Center-based settings
b. Home-based settings
c. Family child care settings
Common titles have been pre-populated in a dropdown for your convenience and are listed below.
• Arnett Caregiver Interaction Scale (CIS)
• Classroom Assessment Scoring System (CLASS: Infant, Toddler, or Pre-K)
• Family Child Care Environmental Rating Scale-Revised (FCCERS-R)
• HighScope Program Quality Assessment (PQA)
• Home Visiting Rating-Scales (HOVRS)
• HOVRS-Adapted and Extended (HOVRS-A+)
• Original ECERS or ITERS (not revised)
• Original FCCERS (not revised)
• Teaching Pyramid Observation Tool (TPOT)
• The Early Childhood or Infant/Toddler Environment Rating Scale-Revised (ECERS-R or ITERS-R)
If available, please select the appropriate title from the dropdown, to help ensure consistency in reporting. If your
observation 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 observation tools.

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FAMILY AND COMMUNITY PARTNERSHIPS
The f ollowing 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.35 and C.36), include the biological or non-biological
person(s) identified as the primary caregiver(s). Include, for example, custodial grandparents, stepparents, guardians, and
f oster parents.

Number of families
Count f amilies, not children. Families with more than one child enrolled should be counted only once.
Count dual-custody families as two families.
# of f amilies at
enrollment
C.34 Total number of families:
a. Of these, the number of two-parent families
b. Of these, the number of single-parent families
C.35 Of the total number of families, the number in which the parent/guardian figures are best
described as:

# of f amilies at
enrollment

a. Parent(s) (e.g., biological, adoptive, stepparents)
1. Of these, the number of families with a mother only (biological, adoptive, stepmother)
2. Of these, the number of families with a father only (biological, adoptive, stepfather)
b. Grandparents
c. Relative(s) other than grandparents
d. Foster parent(s) not including relatives
e. Other
1. Specify:

Parent/guardian education
Count each f amily only once. For example, if one parent completed high school and one has an associate degree, count
this f amily once under associate degree.
C.36 Of the total number of families, the highest level of education obtained by the child’s
parent(s) / guardian(s):

# of f amilies 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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Employment, Job Training, and School
Count each f amily only once in the appropriate category according to their status at enrollment for C.37 and C.39 and at
end of enrollment for C.38. Employed and unemployed definitions used by the U.S. Census Bureau and U.S. Bureau of
Labor Statistics. See the Census Bureau’s glossary, BLS’s glossary, and BLS’s frequently asked questions for more
inf ormation.
Employed - Employed people are those who (a) did any work at all (for at least 1 hour) in the prior week as paid
employees; worked in their own businesses, professions, or on their own farms; or worked 15 hours or more as unpaid
workers in an enterprise operated by a family member or (b) were not working in the prior week, but who had a job or
business from which they were temporarily absent because of vacation, illness, bad weather, childcare problems,
maternity or paternity leave, labor-management dispute, job training, or other family or personal reasons whether or not
they were paid for the time off or were seeking other jobs.
Excluded are people whose only activity consisted of work around their own house (painting, repairing, cleaning, or other
home-related housework) or volunteer work for religious, charitable, or other organizations.
A single family can be counted in more than one category for C.37.a.1 through C.37.a.3.
C.37 Total number of families in which:

# of f amilies at
enrollment

a. At least one parent/guardian is employed, in job training, or in school at enrollment
1. Of these families, the number in which one or more parent/guardian is employed
2. Of these families, the number in which one or more parent/guardian is in job training
(e.g., job training program, professional certificate, apprenticeship, or occupational
license)
3. Of these families, the number in which one or more parent/guardian is in school (e.g.,
GED, associate degree, baccalaureate, or advanced degree)
b. Neither/No parent/guardian is employed, in job training, or in school at enrollment (e.g.,
unemployed, retired, or disabled)
C.38 Total number of families in which:

# of f amilies at
end of enrollment

a. At least one parent/guardian is employed, in job training, or in school at end of enrollment
1. Of these families, the number of families that were also counted in C.37.a (as having
been employed, in job training, or in school at enrollment)
2. Of these families, the number of families that were also counted in C.37.b (as having
not been employed, in job training, or in school at enrollment)
b. Neither/No parent/guardian is employed, in job training, or in school at end of enrollment
(e.g., unemployed, retired, or disabled)
1. Of these families, the number of families that were also counted in C.37.a
2. Of these families, the number of families that were also counted in C.37.b
C.39 Total number of families in which:

# of f amilies at
enrollment

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

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Federal or other assistance
(1)
# of f amilies at
enrollment

(2)
# of f amilies at
end of enrollment

C.40 Total number of families receiving any cash benefits or other services
under the Federal Temporary Assistance for Needy Families (TANF)
Program
C.41 Total number of families receiving Supplemental Security Income (SSI)
C.42 Total number of families receiving services under the Special
Supplemental Nutrition Program for Women, Infants, and Children (WIC)
C.43 Total number of families receiving benefits under the Supplemental
Nutrition Assistance Program (SNAP), formerly referred to as Food
Stamps

Family services
Head Start programs provide program services that relate to family engagement outcomes as described in the Head Start
Parent, Family, and Community Engagement (PFCE) Framework, including family well-being, parent-child relationships,
f amilies as lifelong educators, families as learners, family engagement in transitions, family connections to peers and the
local community, and families as advocates and leaders. This PIR question collects information on families receiving a
selection of many possible family services to promote progress toward child and family outcomes.
Report the number of families that received the following program services. Families may be counted in more than one
category. Only include families that received services directly through the program or through program referrals. 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.
Families who attend educational presentations including those provided through electronic means (e.g., online training
modules) may be counted as receiving a service. Informational brochures and pamphlets distributed to all families are not
counted in the PIR.
C.44 The number of families that received the following program service to promote family
outcomes:

# of f amilies

a. Emergency/crisis intervention (e.g., meeting immediate needs for food, clothing, or
shelter)
b. Housing assistance (e.g., subsidies, utilities, repairs)
c. Asset building services (e.g., financial education, debt counseling)
d. Mental health services
e. Substance misuse prevention
f.

Substance misuse treatment

g. English as a Second Language (ESL) training
h. Assistance in enrolling into an education or job training program
i.

Research-based parenting curriculum

j.

Involvement in discussing their child’s screening and assessment results and their
child’s progress

k. Supporting transitions between programs (i.e., EHS to HS, HS to kindergarten)
l.

Education on preventive medical and oral health

m. Education on health and developmental consequences of tobacco product use
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C.44 The number of families that received the following program service to promote family
outcomes:

# of f amilies

n. Education on nutrition
o. Education on postpartum care (e.g., breastfeeding support)
p. Education on relationship/marriage
q. Assistance to families of incarcerated individuals
C.45 Of these, the number of families who were counted in at least one of the services listed
above

Father engagement
This section examines the participation of father/father figures across program activities open to all parents/guardians
including expectant father/father figures in the pregnant services program option.
C.46 Number of fathers/father figures who were engaged in the following activities during this
program year:

# of f ather/ father
f igures

a. Family assessment
b. Family goal setting
c. Involvement in child’s Head Start child development experiences (e.g., home visits,
parent-teacher conferences, volunteering)
d. Head Start program governance, such as participation in the Policy Council or policy
committees
e. Parenting education workshops

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Homelessness services
Homeless - The lack of a f ixed, regular, and adequate nighttime residence including:
a) children who are sharing housing with others due to loss of housing, economic hardship, or similar reason; are
living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations;
are living in emergency or transitional shelters; are abandoned in hospitals; or are awaiting foster care placement;
b) children who have a primary nighttime residence that is a place not designed for or ordinarily used as a regular
sleeping accommodation for human beings;
c) children who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train
stations, or similar settings; and
d) migratory children who are living in one of the circumstances described in a through c.
Children experiencing homelessness are eligible for Head Start.
# of f amilies
C.47 Total number of families experiencing homelessness that were served during the
enrollment year
# of children
C.48 Total number of children experiencing homelessness that were served during the
enrollment year
# of f amilies
C.49 Total number of families experiencing homelessness that acquired housing during the
enrollment year

Foster care and child welfare
Children in f oster care are categorically eligible for Head Start. In C.51, report the number of ALL enrolled children who
were ref erred by a child welfare agency, regardless of whether that child was in foster care.
# of children
C.50 Total number of enrolled children who were in f oster care at any point during the program
year
C.51 Total number of enrolled children who were ref erred to Head Start/Early Head Start
services by a child welfare agency

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D. GRANT LEVEL QUESTIONS
This section of the PIR contains questions where only one response is submitted per grant and the responses represent
HS, EHS, and delegate programs, as applicable. Grant recipients should work directly with delegate agencies to ensure
their inf ormation is included in this section. Delegates do not have these questions on their PIR.

INTENSIVE COACHING
# of education and
child development staff
D.1 The number of education and child development staff (i.e., teachers, preschool
assistant teachers, home visitors, FFC providers) that received intensive coaching
# of coaches
D.2 The number of individuals that provided intensive coaching, whether by staff,
consultants, or through partnership

MANAGEMENT STAFF SALARIES
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
f igure if the staff member works less than 12 months of the year. If there is more than one management staff in a position,
then average the salaries of the staff for that position. For example, if a grant has two Program Directors, one with a
$75,000 annual salary and another with a $70,000 annual salary, then report the average annual salary as $72,500.
Percentage of Salary Funded by Head Start or Early Head Start - Report the percentage of the staff member’s salary
that is paid by Federal Head Start or Early Head Start funds. For example, if the Program Director’s annual salary is
$75,000 and one-third of their salary is paid for by the local school district and two-thirds is paid by Head Start, then report
the f ull annual salary of “$75,000” and report the percentage funded by Head Start as “67 percent”, whether funded as
direct or indirect cost. If there is more than one management staff in a position, then average the percent of the salaries
f unded by Head Start or Early Head Start. For example, if a grant has two Head Start Program Directors, one with 80
percent of their annual salary paid by Head Start and another with 60 percent of their annual salary paid by Head Start,
then report the average percentage of salary funded by Head Start as 70 percent.
Number of Management Staff in this Role - The Of fice of Head Start recognizes that in many programs, management
staf f have multiple roles or there may be multiple managers. Report on the number of management staff for each position
in the column provided. Do not count part-time staff as less than one person in the staff count.

D.3 Management staff:

(1)
Annual salary

(2)
% of salary funded by
Head Start or Early
Head Start

a. Executive Director

$

%

b. Head Start and/or Early Head Start Director

$

%

c. Education Manager/Coordinator

$

%

d. Health Services Manager/Coordinator

$

%

e. Family & Community Partnerships
Manager/Coordinator

$

%

f.

$

%

$

%

Disability Services Manager/Coordinator

g. Fiscal Officer
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(3)
Number of
Management Staff
in this Position

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EDUCATION MANAGEMENT STAFF QUALIFICATIONS
# of education
managers/coordinators
D.4 Total number of education managers/coordinators

System calculates as
D.3.c.(3)

a. Of these, the number of education manager/coordinators with a baccalaureate or
advanced degree in early childhood education or a baccalaureate or advanced
degree and equivalent coursework in early childhood education with early
education teaching experience
b. Of these, the number of education manager/coordinators that do not meet one of
the qualif ications in D.4.a
1. Of the education manager/coordinators in D.4.b, the number enrolled in a
program that would meet a qualification described in D.4.a

FAMILY SERVICES STAFF QUALIFICATIONS
Include all f amily service staff, those that also work as teachers and home visitors and both part-time and full-time,
regardless of the funding source for their salary.
Family Services Staff – staff who work directly with families on the family partnership process including management
staf f with a f amily caseload.
For D.5, count each staff member only once by the highest level of education completed. For example:
• A f amily services staff with a baccalaureate degree or associate degree in social work would be counted in D.5.a.
• A f amily services staff with only an associate degree in an unrelated field and enrolled in a certification in family
services would be counted in D.5.b and D.5.b.1.
# of f amily
services staff
D.5 Total number of family services staff:
a. Of these, the number that have a credential, certification, associate, baccalaureate, or
advanced degree in social work, human services, family services, counseling, or a related
f ield
b. Of these, the number that do not meet one of the qualifications described in D.5.a
1. Of the f amily services staff in D.5.b, the number enrolled in a degree or credential
program that would meet a qualification described in D.5.a.
2. Of the f amily services staff in D.5.b, the number hired before November 7, 2016

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FORMAL AGREEMENTS FOR COLLABORATION
List the number of child care partners,local educational agencies (LEAs), and Part C agencies in which a formal
agreement was in effect with the grant recipient.
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.
# of partners
or agencies
D.6 Total number of child care partners in which a f ormal agreement was in effect
D.7 Total number of LEAs in the service area
a. Of these, the total number of LEAs in which a f ormal agreement was in effect to coordinate
services for children with disabilities
b. Of these, the total number of formal agreements with those LEAs to coordinate transition
services
D.8 Total number of Part C agencies in the service area
a. Of these, the total number of Part C agencies in which a f ormal agreement was in effect to
coordinate services for children with disabilities

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