A Guide for Operating the Head Start Home-Based Program Option CONTENTS
Introduction
GlossaryCHAPTER 1: PLANNING FOR THE DELIVERY OF SERVICES
Key Elements of the Head Start Home-Based Program OptionHome VisitsSelecting the Home-Based Program Option
Group Socialization Activities
Focus on Parent Education
Community Outreach
Effective PlanningAdopting Head Start Program Goals and ObjectivesCHAPTER 2: PROGRAM IMPLEMENTATION
Meeting Home-Based Program Requirements
Incorporating the Multicultural Principles
Staffing the Program
Serving Families in the Home-Based Program Option
Designing a Staff Development Program
Arranging the Work Environment
Preparing a Budget
Developing the Grant Package
The Home Visit ProcessScreening and AssessmentGroup Socialization
Head Start Components
Planning Home Visit Activities Together
Building Rapport With Families
Supervising the Home VisitFacilities and TransportationDocumenting Service Delivery in the Head Start Home-Based Program Option
Environment
Appropriate Practice
Parent Participation in Group Socialization
Parent and Volunteer ParticipationParents in Policy-Making GroupsCHAPTER 3: PROGRAM REVIEW AND MONITORING
Parent Meetings
Parent Social Experiences
Orientation and Training of Volunteers
ConclusionAPPENDICES
Appendix A: Sample Job DescriptionsJob Description 1: Home-Based SupervisorAppendix B: Sample Forms
Job Description 2: Home VisitorFigure B-1: Family Needs Assessment (FNA)Appendix C: Community Resources
Figure B-2: Family Action Plan (FAP)
Figure B-3: Family Action Plan
Figure B-4: Family Strengths and Goals
Figure B-5: Head Start Family Services
Figure B-6: Individual Family Plan
Figure B-7: Family Assessment Plan
Figure B-8: Home Visit Plan
Figure B-9: Parent/Home Visitor Weekly PlanEducationAppendix D: Training Resources
Health
Parent InvolvementHead Start StaffBIBLIOGRAPHY
Specialists
Consultants
Colleges and Universities
Professional Associations
Head Start Training Network
Media
INTRODUCTION
A Guide for Operating the Head Start Home-Based Program Option represents years of experience and the best practices of Head Start programs across the country. Its purpose is to offer the guidance derived from those years of experience: effective and successful ideas and procedures that may be helpful to agencies providing Head Start services to families through the home-based program option.Specifically designed to assist administrators, this Guide provides essential information to support and guide the local grantee through planning, implementing, and evaluating the Head Start Home Based Program Option. This information should be considered seriously when planning to provided Head Start services through the home-based option. The sequence of topics has been chosen to support the grantee in the process of developing and submitting the grant application package.
In Chapter 1, a description of the unique features of the Head Start Home-Based Option is followed by specific suggestions for a careful planning process.
Chapter 2 discusses program implementation with regards to the activities of the director, the home visitors, and the home-based supervisor. These include the integration of the option into the totality of the Head Start program as well as into the greater community. Also included is a discussion of record keeping and all necessary documentation.
Program evaluation is the topic for Chapter 3 as it provides a brief look at program review and monitoring. Details about the use of the On-Site Program Review Instrument (OSPRI) are providec with the special concerns that home-based programs have in the monitoring process.
The Guide contains several helpful Appendices. Sample job descriptions and sample forms ease the administration's burden of start-up by providing an initial point of departure. Community and training resources list suggestions for reaching beyond the grantee level.
The Guide is intended to assist program administrators who are beginning a Head Start Home Based Program for the first time as well as those who may be seeking to strengthen an existing program. These successful ideas and effective procedures can help administrators in their daily operation of this Head Start home-based program option.
GLOSSARY
Center-Based Program Option-Head Start services provided to children primarily in classroom settings.
Child Development Associate (CDA)-An individual who has successfully completed a CDA assessment and has been awarded the CDA Credential. A CDA is a person who is able to meet the specific needs of children and who, with parents and other adults, works to nurture children's physical, social, emotional, and intellectual growth in a child development framework. The CDA conducts himself/herself in an ethical manner. The CDA has demonstrated competence in the CDA competency goals through his/her work in a home environment.
Combination Program Option-Head Start services provided to children in both a classroom setting and through intensive, regularly scheduled visits with the child's parents and family in the home.
Community Needs Assessment(CNA)-Gathering information about the geographical area in which Head Start services would be provided, and analyzing the information for implications for Head Start services.
Family Action Plan(FAP)-A tool used to help the family decide what specific actions or strategies need to be taken to resolve their needs and to achieve their goals based on the Family Needs Assessment.
Family Needs Assessment(FNA)-A tool for collecting information efficiently and effectively and for helping the Head Start program plan and provide services to enrolled families.
Group Socialization Activities-Sessions in which children and parents enrolled in the home-based or combination program option interact with other home-based or combination option children and parents in a Head Start classroom, community facility, or parent's home, or on a field trip.
Home-Based Program Option-Head Start services provided weekly to children primarily in the child's home, through intensive work with the child's parents and family as the primary factor in the growth and development of their child.
Home-Based Supervisor-Provides direction and support to home visitors through positive reinforcement, training, feedback, new information, and evaluation to ensure that programmatic tasks are carried out smoothly.
Home Visits-Visits made to a child's home by a home visitor to assist parents in fostering the growth and development of their child.
Home Visitor-The staff person assigned to work with parents to provide comprehensive services to children and their families, primarily in the child's home through home visits.
In-Service Training-Generally refers to support of skill development for groups of staff. This training should be interactive between learning and practice, delivered on or close to the grantee site, and reinforced over time.
OSPRI-On-Site Program Review Instrument.
Parent Education-Opportunities for Head Start staff and families to increase their skills in education and parenting, as well as in other areas.
Policy Commission-Set up at the delegate agency level when the program is administered in whole or in part by such agencies.
Policy Council-Decision-making body at the grantee level made up of parents of Head Start children enrolled in the grantee program, plus representatives of the community, that must approve the home-based program.
CHAPTER 1
Planning for the
Delivery of Services
A program is only as good as the planning that precedes its implementation.
Since 1965, Head Start has played an important role in addressing the changing needs of children and their families. Head Start believes gains made by the children in the program are enhanced through family and community involvement. The Head Start Home-Based Program Option facilitates this involvement by offering greater opportunities for meeting the needs of families and children within the child's primary environment, the home.
Head Start home-based services began in 1972 to demonstrate approaches to providing comprehensive. Head Start services to parents as the most important educators of their children. In 1973, the Head Start Home-Based Program Option became available to all Head Start programs. Since then, the Head Start Home-Based Program Option has provided an opportunity for parents to influence the education and development of their children. Some advantages of home-based services are:
In the Head Start Home-Based Program Option, home visitors serve as facilitators, educators, and support systems for parents and families, and as important links to the local community. There are several basic features upon which an effective home-based program depends:
- Emphasis is placed on supporting and encouraging family goals and objectives, strengthening self- sufficiency;
- Parents are directly involved in the development and education of their children;
- Parents are strengthened in their capacity to support the general development of their own children;
- Greater continuity in children's experiences enhances the likelihood that children will grow to their maximum potential physically, cognitively, emotionally, and socially; and
- Broader opportunity for families to learn about strategies and resources that can increase their potential as a functioning unit.
Evaluation results show that the home-based program option is effective for bothparents and children. Conditions which assure success in home-based programming include:
- Commitment by the staff to the philosophy of parent participation, parents as partners, parents as prime educators of their children;
- Regular and consistent contact with parents;
- Effective and appropriate information exchange;
- Cultural sensitivity and respect; and
- Honest, interpersonal relationships.
KEY ELEMENTS OF THE HEAD START HOME-BASED PROGRAM OPTION
- Individualized instruction. Serving each child and family at home enhances the chances for individualization. Individualization is encouraged by setting goals and objectives for the child and family and by the one-to-one attention that is given during home visits. The home visitor and parent use their knowledge of the family and the child to plan appropriate activities.
- Learning occurs in the natural environment. The home offers the right setting for learning basic self- help skills. This is the environment where the child's basic needs must be met. Therefore, a program that emphasizes the parent's-role-as-teacher helps the parent to meet these needs and use all aspects of the home environment for the child's benefit.
- Opportunities to observe parent-child interaction. Working with the child and parent at home makes it possible to observe and enhance parent-child interaction. The home visitor is in a good position to help parents become effective teachers and managers of their child's behavior.
- Parents can generalize learned skills. The child management techniques that parents learn to use with the enrolled child can be applied to other children in the family.
- Direct parent involvement. Parent involvement is required in the home-based program option. The parent learns to teach the child whenever and wherever the opportunity arises. A home visitor shares teaching skills and activities with the parent for use in daily activities and interactions with their children. The Head Start Home-Based Program Option is parent-focused as the parent is trained to deliver services to the child.
- Family involvement. Home-based programs have the advantage of total family involvement. Parents, siblings, and other household members can participate. Providing family members with positive, growth-enhancing experiences can create a healthier emotional climate for the whole family.
- Developing home-school linkages. Parents who have learned to successfully teach their child at home are more likely to continue working with their child once she/he enters school. Skills taught are reinforced and expanded upon by parents in the home. Home-based service gives parents confidence in their teaching and parenting ability.
Head Start agencies must address and integrate all Head Start program component areas-education, health, social services, and parent involvement-through a combination of weekly home visits and group socializations. Trained home visitors apply their knowledge about child development, appropriate childrearing, community resources, and health education when planning activities with families. They support the philosophy that children learn about themselves, each other, and the world around them primarily through play and interacting with each other and the adults in their lives.
Services are delivered through the combination of four basic strategies:
Home Visits
Home visits are conducted weekiy by skilled home visitors. The home visit is planned the previous. week jointly by the home visitor and the parents. The content is based on the identified needs and interests of the child and family. (See description of Family Needs Assessment and Family Action Plan in Chapter 2 of this guide.) Home visitors and parents must conduct the home visit with the participation of the legal guardian or other primary caregiver in the home. Home visits may not occur with only babysitters or other temporary caregivers in attendance.
The purpose of the home visit is to help parents in fostering the growth and development of their child using the home as the child's primary learning environment. The home visitor works with parents to help them provide learning opportunities that enhance their child's growth and development. The
home visit must, over the course of a month, contain elements of all Head Start program components. The home visitor is the person responsible for assuring that comprehensive services are available.Group Socialization Activities
These activities are planned for the parents and children. They take place in many settings such as classrooms, community facilities, homes, and field trips. Parents and children benefit from getting to know each other while engaged in a variety of learning experiences. Parents watch their children playing with other children and discuss the developmental issues observed. Peer group interaction is always emphasized, tailored to children's interests in developmentally appropriate ways. Children can develop friendships and social skills. Parents interact with each other as they observe children in the same age range as their own, and interact with the children. The Home Visitor is in charge of these groups rather than a teacher or other stranger.
Focus on Parent Education
Head Start parents are offered many opportunities to increase their understanding and skills in parenting young children. Head Start component areas addressed in parent education may include child development, parenting, medical, dental, and mental health, social services, and parent involve ment. This information is often discussed during home visits, group socialization activities, parent meetings, and/or parent training sessions.
Parents are encouraged to participate in the agency's decision making through the center committee (delegate agency) or policy council (grantee agency). Additionally, parents plan and conduct other social and educational activities for themselves.
Community Outreach
Community Outreach enhances home-based services by establishing cooperative agreements and relationships with numerous local agencies. These agencies provide direct or indirect help to families in home-based programs. Assistance is provided to families in all component areas-education, social services, health, and parent involvement. Families learnhow to access community resources. The home visitor and the Head Start program serve as the supportive link between the family and the community agencies. Appendix C describes Community Resources in detail.
Head Start requires considerable planning, both in selecting the program option that matches community needs and in administering it after the decision is made. The next section describes the process of reaching the decision to offer the home-based program option.
SELECTING THE HOME-BASED PROGRAM OPTION
The Policy Council of the Head Start agency-administrators, parents, and community members- undertakes the task of considering whether the home-based program option is appropriate for the community. The Policy Council or Committee evaluates its local feasibility by taking these steps:
It is important that services are tailored to meet the needs of families involved in Head Start by focusing on the main issues. The videotape Head Start at Home, available from the Head Start Bureau, provides an excellent overview of the home-based program option and is of value in the decision-making process.
- Conduct and analyze a Community Needs Assessment, according to 45 Code of Federal Regulations (CFR) Part 1305.3;
- Consider geographic and other factors, such as parent needs and interests; and
- Assure that community members, policy groups, staff, and parents understand the three Head Start Program Options.
The questions raised in Figure 1-1 (below) should be reviewed:
FIGURE 1-1: KEY QUESTIONS FOR ANALYZING THE LOCAL NEEDS ASSESSMENT FINDINGS
Solid, positive answers to these key questions should be considered before effective home-based services can be provided. 1. Does the Community Needs Assessment show clear community interest and need for home-based Head Start services?
2. Are there enough eligible families interested in participating in a program that emphasizes home visits and the role of parents?
3. Can staff be hired who already have the skills and interests to work effectively with parents in their homes? If not, does the agency have, or can it get, the training necessary to prepare staff for new roles? Are staff members culturally and linguistically compatible with the families?
4. Can transportation be arranged?
5. How can a staff get full and regular involvement of parents? How can family members who are away from home during the day be involved in a home-based program?
6. How would this option affect those involved? Children? Families? Staff?
7. Which type of program option best addresses the community needs as well as individual needs of families and children? Is a home-based program the most effective for the entire family?
8. What obstacles or barriers are known? What else might arise?
A number of individual family considerations are of prime importance in determining whether a family should participate in the program. Among these are:Any decision to pursue the Head Start home-based program option includes whether to offer only the home-based option, a combination model, or the center-based option.
- Working hours for family members may require special scheduling of home visits.
- Child care needs may create complications for working families.
- Responsibilities for care of others in the household may make it difficult, if not impossible, to devote blocks of time for home visits.
- Children's ability to function well in group settings for extended periods of time vary. Is the child better served in the home? Parents may have strong preferences for their children.
- The stress level of the family, such as the stress of being a new arrival to the United States, may indicate a need for the home-based option.
- For some cultures and in some families, home visits are thought of as an invasion of privacy. Families may feel they have enough "official visitors" already. Others might worry that the home visitor will report them to the public assistance department, for example.
Grantees may decide to carry out a Combination Program Option which includes center-based class sessions and home visits. The amount of contact with children and families must be, at a minimum, equivalent to the services provided through the Center-Based Program Option or the Home-Based
Program Option. Acceptable combinations of minimum number of class sessions and corresponding number of home visits are outlined in Head Start Staffing Requirements and Program Options, (45 CFR Part 1306), with examples of various configurations of program operations. This Guide does not provide guidance for programs operating the Combination Program Option.
The home-based option should not be selected because it appears to be more economical per child since parents carry out most child development efforts. Although there may be only one child enrolled in the program, siblings, neighbors, and friends may benefit from the services to the family as well. Other savings may be realized on rent, utilities, and food services. Staffing costs may change. Any projected savings in these areas, however, may be offset by increased transportation costs, expenses to assure the safety of home visitors, or increased insurance expense.
EFFECTIVE PLANNING
Effective planning, based on the Home-Based Program Option philosophy, is key to launching the program and assuring that the community and the families are receptive to the option.
Involve as many knowledgeable people as possible in designing and developing the local plans and policies that guide operation. To increase the likelihood of community acceptance and support of the home-based option, solicit input from:
The earlier the program receives their input, the more supportive they will be in implementing the program.
- Parents;
- Staff;
- Policy Council members;
- Governing and advisory board and community agency representatives; and
- Consultants.
Adopting Head Start Program Goals and Objectives
The success of a home-based program is enhanced by careful design and a clear statement of goals and objectives. As part of the planning process, goals and objectives are selected and stated, within the context of the Head Start Program Performance Standards (45 CFR 1304) and the "Suggestions for Strengthening the Home-Based Program Option" (see Appendix A in the Head Start Home Visitor Handbook).
Goal setting as a three-tier process reflects outcomes from:
An essential aspect of this process is the involvement of parents, and the development of a partnership between the home visitor and parents (see the Head Start Home Visitor Handbook for specific ideas).
- The Community Needs Assessment;
- Individual family needs assessments; and
- Individual child screenings and assessments.
Clear and concise goals and objectives help staff, parents, and community members understand the program. Accomplishing some objectives, and establishing new ones, systematically moves the program toward its goals.
Evaluation of home-based services helps to determine the degree to which the program is moving satisfactorily toward its stated goals and accomplishing the agreed upon objectives.
As you plan to implement the Home-Based Program Option, keep in mind that the four Head Start components-education, health, social services, and parent involvement-must be addressed in a balanced way. No single component is emphasized at the neglect of others. The following are examples of appropriate long-range program goals for each of Head Start's four components.
Education services. In the home-based program option, emphasis is placed on helping parents enhance their children's intellectual and physical development. Parents have the major responsibility for carrying out the home-based option with the assistance of the home visitor. Therefore, there is an important and continuing need to motivate parents to support their young children toward the overall goal of social competence.
An assessment of each child's and family's status assists home visitors and parents to select objectives to match individual and family needs. Appendix C lists community resources that may support education goals.
FIGURE 1-2: EXAMPLES OF HEAD START HOME-BASED PROGRAM GOALS
- To bring about a greater degree of social competence in the children.
- To assist parents in fostering the growth and development of their children.
- To enhance the sense of dignity and self-worth within all family members.
- To establish patterns and expectations of success for the child and all family members.
- To improve the family's attitude toward health care and the development of weliness habits.
- To increase the ability of all family members to relate to each other and to others.
- To increase the family's understanding of child growth and development.
- To support and encourage the family's goals and objectives, attaining and/or strengthening self- sufficiency.
FIGURE 1-3: EXAMPLES OF EDUCATION COMPONENT GOALS Health services. Head Start's health component includes a full range of services covering physical and mental health, dental health, nutrition, and family safety. Home visitors make an important contribution by sharing health information. This enables the family to become more self-sufficient and healthy. Appendix C lists community resources that relate to these sample health goals.
- To increase parents' awareness of how to make the most of daily activities (doing laundry, travel, shopping, meal preparation) as learning experiences for children.
- To assess the educational strengths and needs of family members.
- To provide families with information and materials on developmentally, individually, and culturally appropriate educational experiences for young children.
- To add to parents' knowledge and understanding of early childhood development.
- To identify items in the home that can be used for learning toys and games.
- To increase the ability of parents and children to use their own resources (language, time, money, space, energy) to their best advantage.
- To help parents encourage their children's appropriate behaviors.
- To encourage families to relate to their children in positive ways that support children's development of self-control.
FIGURE 1-4: EXAMPLES OF HEALTH COMPONENT GOALS Social services. Social services include all social and human services such as public assistance and adult education. Approaches toward linking families to these services stress positive child development and prevention. Providing services families need and want encourages a productive home atmosphere. Home-based programming services develop from a thorough assessment of individuals. All families want success for their children and may need to seek community resources such as those identified in Appendix C.
- To assure that children have regular, comprehensive physical, mental, and dental health examinations.
- To identify specific health concerns in the family (such as early identification of possible disabilities, detection of dental caries) and to help family members get needed services.
- To provide information, advice, and help as necessary to assure that all family members are immunized.
- To support families' desires to follow through with treatment and services to maintain good health according to their culture.
- To stimulate community health resources to be more responsive to the needs of young children and their families.
- To link families with community health resources which are responsive to the needs of young children and their families.
- To provide health education materials and discussions that benefit all family members.
- To assess with parents the nutritional needs of family members, and to provide information and referrals as needed to develop healthy eating practices.
FIGURE 1-5: EXAMPLES OF SOCIAL SERVICES COMPONENT GOALS Parent involvement. In the home-based option, parents are expected to play an active role in all activities. As the program develops, parents exercise their role as decision makers on the Policy Council as well as in other meaningful ways. The program must provide for the continued involvement of the child's parent.
- To increase family awareness of community, social and psychological services-employment, counseling, housing, drug abuse prevention, job training, diagnostic testing.
- To help in finding and/or providing transportation to and from these resources.
- To encourage isolated families to increase their social ties within the community.
- To help families identify their own needs and seek services on their own.
- To enhance parents' understanding and encouragement of their children's social and psychological development.
- To intervene appropriately during a crisis.
Home visitors and parents plan weekly activities to meet the individual needs of each family served.
FIGURE 1-6: EXAMPLES OF PARENT INVOLVEMENT COMPONENT GOALS Overlap among the four component areas is encouraged and should occur naturally with culturally appropriate activities.
- To add to parents' knowledge and understanding of child development, early childhood education, and community resources.
- To increase parents' planning and problem solving skills as regards family issues.
- To stimulate parents' to take an active role in planning, implementing, and evaluating their home-based program.
- To help parents reach career goals and get basic educational skills.
- To strengthen parents' self-esteem through participation in social activities.
- To increase parents' knowledge and appreciation of their cultural heritage.
- To provide opportunities for parents to solve problems and decide about their home-based program, as outlined in Head Start Program Performance Standards, Appendix B, 1-30-70.2.
The Head Start Home Visitor Handbook and training resources included in Appendix D offer further ideas for planning home visit activities.
Meeting Home-Based Program Requirements
All Head Start agencies must provide comprehensive services, as defined in the Head Start Program Performance Standards.
The Head Start Program Performance Standards (45 CFR 1304) document contains information about the overall goals and objectives of the Head Start program. These standards are the basis for providing quality individualized services to families; however, agencies must recognize and understand the following points:
As with other Head Start program options, the home-based program option must provide comprehensive, coordinated services in education/child development, medical and dental health, nutrition, mental health, social services, and parent involvement. Component plans should reflect an integration of services.
- The Head Start Program Performance Standards are written from a center-based program option perspective. Head Start agency staff and policymakers must translate the Performance Standards into a more parent-focused, family-centered approach for use with the home-based program option. The Suggestions for Strengthening the Head Start Home-Based Program Option, Appendix A in the Head Start Home Visitor Handbook (Thomas & Pizzolongo, 1993) provides extensive directions for developing a parent-focused, family-centered program.
- Home visitors should use the Head Start Program Performance Standards to develop the service activities needed for each family. Many of the Performance Standards objectives call for agencies to provide services when needed (such as crisis intervention, help with housing). Home visitors and parents identify goals, objectives, and activities that are appropriate for the family in support of the Performance Standards objectives as the need arises. Some of the objectives call for services to be provided to all families or children (for example, encouraging children to solve problems, hearing testing). Home visitors and parents can adjust plans and goals as changes take place.
In addition to the Head Start Program Performance Standards, there are specific requirements for the home-based program option. Administrators should refer to the Head Start Staffing Requirements and Program Options (45 CFR Part 1306) for information on meeting these home-based requirements.
Specific minimum requirements for the Home-Based Program Option include the following:
Incorporating the Multicultural Principles
- Provide one home visit per week per family lasting for a minimum of 11/2 hours each.
- Provide, in a variety of settings, a minimum of two group socialization activities per month for each enrolled child.
- To meet the above-stated minimums, make up planned home visits or scheduled group socializa tion activities that the grantee or program staff canceled. Medical or social service appointments may not replace home visits or scheduled group socialization activities.
- Allow staff enough time on the job to participate in training, to plan and set up the program at the start of the year, to close the program at the end of the year, to maintain records, and to keep component and activities plans current. These activities should take place when no home visits or group socializations are planned.
- Maintain an average caseload of 10 to 12 families per full time (40 hour work week) home visitor with a maximum of 12 families for any home visitor.
Grantees are expected to include the Multicultural Principles for Head Start Programs (IM-91-03) which are especially applicable to the home-based program option. These 10 principles are to guide all component services for Head Start children and families. The implications of these principles for working with speakers of languages other than English are especially valuable.
FIGURE 1-7: MULTICULTURAL PRINCIPLES FOR HEAD START PROGRAMS (ACYF-IM-91-03) 1. Every individual is rooted in a culture.
2. The cultural groups represented in the communities and families of each Head Start program are the primary sources for culturally relevant programming.
3. Culturally relevant and diverse programming requires learning accurate information about the culture of different groups and discarding stereotypes.
4. Addressing cultural relevance in making curriculum choices is a necessary, developmentally appropriate practice.
5. Every individual has the right to maintain his or her own identity while acquiring the skills required to function in our diverse society.
6. Effective programs for children with limited English speaking ability require continued development of the primary language while the acquisition of English is facilitated.
7. Currently relevant programming requires staff who reflect the community and families served.
8. Multicultural programming for children enables children to develop an awareness of, respect for, and appreciation of individual cultural differences. It is helpful to all children.
9. Culturally relevant and diverse programming examines and challenges institutional and personal biases.
10. Culturally relevant and diverse programming and practices are incorporated in all components and services.
Among the major administrative tasks are staffing, recruitment of families, training for staff and current parents, locating office space for home visitor staff and space for socialization activities, budget and record keeping. Although budget setting precedes some of these steps in administrative planning, it is discussed last to build a more complete picture of the factors that must be included in the budgeting process for this option.Staffing the Program
Staffing for the home-based program option is unique. Staff are not expected to be experts in a particular discipline, but generalists-persons who facilitate and work with adults in understanding and carrying out their roles as primary educators and facilitators of child growth and development.
Hiring a home-based supervisor. A person should be designated to supervise home visitors. Filling this position first makes it easier to proceed with staffing the rest of the program. A maximum ratio of one home-based supervisor per 10 full-time home visitors is suggested.
If five or fewer home visitors are needed, a half-time supervisor may be enough. Many agencies which operate successful home-based programs find that a ratio of one supervisor to six home visitors is a key to quality. The ratio depends on the capabilities of the home visitors, the number of families they serve and the kinds of problems they meet. Today's highiy stressed families may present overwhelming challenges to home visitors who are not supported with adequate supervision and the strong skills of the supervisor.
Frequently, this position will be filled from within the ranks of Head Start staff. If no qualified staff is available, the process will follow local program procedures for recruiting and selecting supervisory staff.
When hiring a home-based supervisor, some important aspects to consider are:
The Home-Based Supervisor's Guide (Heffron & Noble, 1993) outlines specific responsibilities for this position. A sample job description is in Appendix A. Briefly, the home-based supervisor should take a leadership role in designing and implementing the program. As a member of the management team, the home-based supervisor coordinates her role and tasks with the appropriate staff. Among the administrative functions carried out by the home-based supervisor are:
- Knowledge of Head Start requirements specific to the Home-Based Program Option and the Head Start program in general;
- Supervisory skills;
- Knowledge of adult learning and family dynamics;
- Knowledge of child development and individual and cultural learning styles, health and nutrition education, and social services;
- Crisis intervention skills;
- Commitment to advocacy and parent involvement;
- Awareness of information-and-referral networks;
- Skills in human relations;
- Training skills; and
- Ability to communicate (including bilingually, if home visitors and clients speak a language in addition to or other than English).
Importance of supervision. Effective supervision cannot be accomplished solely from a grantee or delegate office. As noted in the next chart on the characteristics of an effective supervisor, a significant part of the program director's, supervisors', and coordinators' time is devoted to working with home visitors, reviewing reports, providing component overview, and assuring quality service. Proper supervision requires extensive supervisory preparation, including familiarity with the needs and strengths of each staff member, continuing familiarity with the home visitor's specific situations, and appropriate practice in early childhood, health education, nutrition education, mental health, and social services.
- Budget recommendations;
- Staff selection and orientation;
- On-going training, supervision, and support of home visitors;
- Coordination with component coordinators to integrate all components;
- Facilitation of activities;
- Staff evaluation;
- Advocacy for families, staff, and volunteers;
- Assure that home-based parents are represented on the Policy Council; and
- Compliance with Head Start requirements.
The supervisor observes home visits and group socializations on a regular basis to assure that quality services are delivered. Supervisors can see first-hand where additional training is warranted. They gain a realistic appraisal of difficulties encountered by home visitors. On-site supervision brings to light situations affecting the home visitor's accomplishments or need for supportive help.
Directors, component coordinators, and other agency specialists gain valuable insights from occasional home visits. These enable them to decide about the home visitor's training and evaluation. Discussions of achievements and accomplishments, as well as areas for improvement, can focus on first-hand, shared experiences. (Please refer to the Home-Based Supervisor's Guide for additional information on supervision in the home-based program option.)
Figure 1-8 outlines some responsibilities of an effective supervisor:
FIGURE 1-8: AN EFFECTIVE SUPERVISOR... (Adapted from A Guide for Education Coordinators in Head Start, available from the Head Start Bureau)
- Regularly and frequently observes staff in action.
- Provides support, feedback and required assistance or training.
- Organizes observations so performance feedback is useful.
- Encourages staff to develop their own plans, ideas, and solutions.
- Provides a self-assessment process for each staff member.
- Recognizes that when a staff member cannot or will not improve performance, termination is the most appropriate response.
- Resists presstires to adjust job standards when those standards are based on current early childhood theory and practices.
- Provides support to parents.
Home-based supervisors are a critical link between home visitors and component coordinators. They assure that component coordinators regularly attend home visitor staff meetings. They support and guide home visitors in implementing the comprehensive services of the program.
Component coordinators provide quality input when they are familiar with the families being served and the capabilities of the home visitors. Thus, they should accompany home visitors, as appropriate, to get a better feel for the strengths and needs of the families and home visitors. As specialists they are a resource for engaging in mutual planning of activities tailored to each family. They help the home visitor assure that services are provided in each component. They also help home visitors keep abreast of the wealth of emerging information about education, health, social services, and parent involvement both within and beyond Head Start.
Regular two-way exchanges of information between component coordinators, supervisors, and home visitors assure the highest quality of services for families.
Recruit and select home visitors. The home-based supervisor should be included in the recruitment and hiring of the home visitors. When home visitor jobs are available, each job opening is announced on a sheet of paper suitable for posting. Ads in local newspapers also generate responses. Announce ments need to include the following:
Characteristics of competent home visitors. There is much to learn about selecting people who can work effectively with the variety of situations they will meet as home visitors. In general, the emphasis in hiring has been on friendly attitudes, relevance of culture, and language backgrounds to those they will serve. Home visitors are usually selected because of exceptional personal qualities they have shown in their work, their reputation in the community, and the impressions they make in the hiring interviews.
- Program description. Although earlier press releases may have described the home-based pro gram, a clear, accurate description is repeated. People can then decide if they are interested in applying for a position.
- Nondiscrimination policy. Head Start is an Equal Opportunity Employer, and this information is stated clearly in all job opening announcements.
- Nature of work, compensation, and opportunities. A summary of the job description (see Appendix A), salary or salary range, benefits, and brief indication of training and career development opportunities are part of the announcement. Access to a licensed, insured car, in good working order, will make a visitor's work much more efficient. If a valid driver's license and access to a car are job requirements, contact your local or state employment services agency for assurances that these requirements follow Equal Employment Opportunity and Human Rights Regulations.
- Qualifications. Briefly state the qualifications required.
Some qualities of successful home visitors are listed here in random order to guide hiring decisions. For further lists, see the Head Start Home Visitor Handbook.
- Personality;
- Flexibility;
- Health;
- Ability to relate with many different people;
- Empathy;
- Education;
- Motivation;
- Confidentiality;
- Maturity;
- Sensitivity;
- Culture and language.