The Department of Special Education and Rehabilitation Counseling at the University of Kentucky in collaboration with the Community Action Council for Lexington-Fayette, Bourbon, Harrison, and Nicholas Counties have developed an authentic assessment process aligned with the Head Start Child Outcomes Framework, with an emphasis on the mandated child outcomes. This assessment system is based on authentic assessment processes, using a combination of the Assessment, Evaluation, and Planning System in activity-based formats, coupled with ongoing portfolio development for Head Start children. Specifically, the Project LINK model uses these authentic assessment processes to develop and monitor individualized child plans that inform ongoing curriculum planning in Head Start preschool classrooms. This assessment model for preschool children is currently being evaluated in the Head Start partnership site that operates 26 direct-managed Head Start classrooms. In this sample of 26 preschool classrooms across five counties, eight classrooms were selected as pilot classrooms and have been receiving the intervention for three years. Eighteen classrooms were originally stratified by urbanicity and randomly assigned to intervention and control groups. The intervention classrooms received the intervention for two academic years. Classrooms participating in the intervention receive a minimum of three days of teacher training on the assessment model and weekly technical assistance on the implementation of authentic assessment practices as well as using authentic assessment data to inform their curriculum planning. Teachers in intervention and pilot sites also use Project LINK implementation forms including individualized child plans and lesson plans. Preliminary data analysis suggested that intervention and pilot classrooms were rated higher on their language and literacy environments as measured by the Early Language and Literacy Classroom Observation. Specifically, post scores on the ELLCO classroom observation scale were significantly higher for intervention and pilot classrooms (F=4.581, p.05). Change scores for each of the three groups were also calculated to examine change in scores from pre to post data points. Comparisons of these scores yielded statistically significant differences on the two of the three ELLCO subscales, literacy environment (F=4.823, p.05) and the classroom observation scale (F=10.098, p.01). Differences on the overall ECERS-R scores were not significant, however, differences on specific subscales and indicators were found. Project LINK is currently in its fourth year of implementation. These measures were repeated in intervention and control classrooms during the third year and data are presently being analyzed to determine differences between the two groups. Pre and post data also were collected on child outcomes in intervention and control sites using a modified version of the FACES child battery. These data also are currently being analyzed. Fourth year pre test data are presently being collected on both classroom environments and child outcomes.