VIII. EVALUATING THE
THE ANNUAL SELF-ASSESSMENT
How The Education Self-Assessment Team Conducts the Self-Assessment
The Education Coordinator's Role in the Self-Assessment
LOCAL PROGRAM EVALUATION EFFORTS
Process and Outcome Evaluations
Collecting Evaluation Information
Program Evaluation Techniques
Evaluation of Program Effectiveness
Using Evaluation Results
Obtaining Support for Making Changes
STRATEGIES FOR SUCCESSFUL EVALUATION
- Encouraging staff to maintain a cooperative and positive attitude regarding the annual self-assessment.
- Providing a staff orientation on the self-assessment process.
- Meeting with the self-assessment team to provide information and answer questions.
- Chairing the self-assessment team for the Education Component or serving as a member.
- Reviewing the self-assessment results and developing appropriate improvement plans.
- Monitoring the implementation of improvement plans.
- Incorporating improvement plans in the annual update of the Education Component Plan.
- Designing and conducting local program evaluations;
- Using the results of the local program evaluation to promote the program or to make improvements.
- Complete the self-assessment for this chapter.
- Read the Education Component section of the program's most recent self-assessment report.
- Meet with the Director to discuss how the self-assessment is conducted and how the results are used.
- Meet with other component coordinators to discuss local program evaluation efforts.
- Review the design and results of previous local evaluations conducted by the Education Component.
ANNUAL SELF-ASSESSMENT
1. Have I provided self-assessment training for my staff?
2. Do I provide the self-assessment team with all the information they
need?
3. When the self-assessment identifies problems, do I work with staff
and parents to address them as soon as possible?
LOCAL PROGRAM EVALUATIONS
4. Do I conduct local program evaluations in addition to the annual
self-assessment?
5. Are the Education Component questionnaires written effectively:
a. Do they use specific language?6. Do I decide what to evaluate before collecting information?
b. Do they use open-ended questions?
c. Do they ask one question at a time?
d. Do they use familiar terms?
e. Do they avoid questions that begin with "Why"?
f. Do they ask for suggestions?
g. Do we test the questionnaire before using it?
7. Do I review existing records before seeking additional information?
8. Do I include staff and parents in program evaluation?
9. Do I make use of program evaluation results?
10. When changes are necessary, do I:
a. make them one or two at a time?Review your responses, especially those you marked "Needs My Attention," and circle those topics you want to work on. List them below in order of importance to you.
b. include staff and parents in the process?
c. assess the impact of changes?
d. implement changes gradually?
e. provide support and training?
In keeping with Head Start's participatory management philosophy, each program conducts its own annual self- assessment of how successfully it has, complied with the Head Start Performance Standards. This assessment is the operating responsibility of the Policy Council/ Committee of each grantee or delegate agency. The annual self-assessment is required; it provides the local program with valuable information about the quality and impact of its services.
Typically, the Policy Council/Committee enlists the assistance of staff, parents, and representatives from the community in conducting the self-assessment These volunteers are organized into teams to examine the plans and operations of each component. Training is provided by program staff or consultants regarding the content of the Performance Standards and the process used to conduct the self-assessment. Activities, facilities, or plans that are found to be out of compliance or in need of improvement are addressed in a self-assessment report.
"SAVI" is an acronym for self-assessment/validation instrument, a document based on the Performance Standards that is often used by programs to conduct and document the self-assessment; Organized by component the SAVI includes each applicable policy, a cross-reference to the Performance Standards, guidance and suggestions for determining compliance, and a place to indicate whether or not the Head Start program is in compliance with each item. Program use of the SAVI is not required. Programs may use any instrument or process to conduct the self-assessment as long as the Policy Council/Committee maintains operating responsibility.
Once the self-assessment is completed, a plan is developed to address problems that relate to each component. In some. cases the problem: Can and should be addressed immediately; an example of this would be recharging a fire extinguisher. Other problems will require a more detailed review before an improvement plan can be implemented. For example, if the self-assessment team finds the Education Component out of compliance with regard to sex-role stereotyping, the improvement planning might include further examination of the curriculum, teacher attitudes and behaviors, and books and other classroom materials, as well as observation of how the children are encouraged or discouraged with, regard to sex-role stereotyping. The results of this review will then be used to devise a plan to bring the component into compliance. The plan might suggest actions such as purchasing new materials providing training for staff and parents, revising the curriculum, or introducing other techniques and activities.
As with other activities in Head Start, a participatory approach to problem solving is recommended. Staff advisory committees, and parents work together to complete and implement improvement plans.
Head Start grantees are funded on a yearly cycle. Before the program's yearly grant application is approved, the Program Specialist in the regional office responsible for the program validates, the self-assessment and reviews improvement plans and other program documents, including the grant application and budget. If the program is in compliance with the Head Start Performance Standards and no other problems exist, the grant application is approved and funding continues.
HOW THE EDUCATION SELF-
ASSESSMENT TEAM CONDUCTS THE
SELF-ASSESSMENT
The team of staff, parents, and community representatives who review the Education Component are usually trained to use three assessment techniques: observation interviews, and review of written records and documentation. Specific assessment responsibilities are as signed to team members so that the work can be completed within the established time. Self-assessment team members also need to coordinate their findings with teams examining related components.
OBSERVATIONS
Classroom observations are the most time-consuming activity. It is advisable for the Education Coordinator to meet with the team before the classroom observations take place so that team members understand the overall philosophy, goals, and objectives of the component. Ideally, each classroom will be visited, with a pair of observers arriving before the children and staying for the entire session. If possible, each pair of observers should include one person who has had some experience in making classroom observations. Also, it is strongly suggested that parents do not observe in their own child's classroom. It is very difficult for the parent to be objective and their child's presence in the classroom may be too distracting. Observations are confidential; they are shared only with members of the self-assessment team.
Observations should take place on a typical day, rather than when a special event is to take place, such as a party or a field trip. Also, observers should try to keep to their task rather than interacting with the children, because such interaction can change the climate or activities in the classroom. Teachers can explain to the children ahead of time why the visitors are there.
Observers look for examples of how the children are encouraged in their cognitive, social, emotional, and physical growth. They also take note of the kinds of activities occurring, scheduling, materials available, and the physical environment. Throughout the visit, observers will be watching the interactions in the classroom-children with adults, children with children, and adults with adults.
The observation day also includes an inspection of the facility, including hallways, bathrooms, playground, etc. Observers will be looking for potential health and/or safety hazards and evidence of licensing as well as assessing the overall atmosphere of the center.
Members of the education assessment team also observe several home visits. If the program has a home-based option, then observation of a larger sample of home visits is needed. Parents should be asked in advance to grant permission for the team to visit their homes. The focus of these observations is on how the parent and home visitor work together to set goals for the child and on the training provided to the parent by the home visitor.
INTERVIEWS
Classroom and home observations are not the only self- assessment techniques. Team members also will need to interview the Education Component staff and the Education Coordinator to clarify observations and to find out more about non observable parts of the Education Component. Interview questions are used to determine compliance with the Head Start Performance Standards.
Parent interviews also provide valuable information about program operations. These can include one-to-one interviews with classroom volunteers and group inter views with parents at center meetings or Policy Council! Committee sessions. Responsibility for this task may be shared with the team assessing the Parent Involvement Component.
REVIEW OF WRITTEN MATERIALS
Review of written materials begins with a careful reading of the Education Component Plan to determine compliance with the requirements of the Performance Standards and to get a full picture of all aspects of the Education Component. Other records reviewed include the following.
- A sample of weekly lesson plans. These can be re viewed either before or after classroom observation to determine compliance with Performance Standards, to see if the day's activities follow the plan, to determine if plans indicate individualization for individuals and small groups of children, and to assess how well they conform to the curriculum.
- Files on individual children. Due to confidentiality rules, parent assessors can only look at their own child's file. Other reviewers check a sample of files looking for documentation that individualized activities are being planned, implemented, and evaluated.
- Home visit reports. For both center and home-based options, a review of home visit reports will show how parents have been involved in planning their child's educational program and if they have received adequate training in how to provide home activities for their child.
- Staff and parent training plans, agendas, and evaluations, These are reviewed to make sure that training required by the Performance Standards has taken place or is scheduled.
- Other records and documents. Local licenses, inspection reports, classroom committee minutes, in ventory lists, and other documents are reviewed, depending on local program requirements.
ROLE IN THE SELF-ASSESSMENT
The Education Coordinator assumes several roles in the self-assessment process. These include encouraging staff to be positive and cooperative, conducting staff training on the self-assessment, providing information to the review team or serving as a member, and completing follow-up activities.
ENCOURAGING POSITIVE ATTITUDES
As the leader of the Education Component, the Education Coordinator's attitude toward the self-assessment is extremely important. If the Education Coordinator sees this task as a cumbersome and nonproductive process, then this will be conveyed to staff and parents. However, if the Education Coordinator recognizes that the self assessment is an essential element of the Head Start planning and evaluation cycle, staff and parents will also develop positive attitudes. The Education Coordinator should convey to staff and parents the value of the self assessment in maintaining and improving the overall quality of services provided by the component.
One of the key benefits derived from participating as a member of the self-assessment team is a greater understanding of the total Head Start program. Parents who have been active classroom volunteers are an excellent choice to assess the Education Component. Until they go through the process of looking at how the Education Component implements the Head Start Performance Standards, they. may not realize that there is a purpose for everything that goes on in the classroom.
PREPARING STAFF FOR THE
SELF-ASSESSMENT
Staff should receive training on the self-assessment process and on
the techniques that the self-assessment team will be using. Three areas
must be discussed.
- Classroom observations. The self-assessment team will make their observations as unobtrusively as possible. Classroom staff will behave as if there were no visitors, but they will be available to answer questions once the observation has been completed, and after the children have gone home. Reviewers will also be checking the facilities and equipment.
- Staff interviews. Staff should be helpful and open rather than defensive about their performance. Encourage them to provide honest answers to the questions asked. Often the self-assessment interviewers are trained to ask open-ended questions, beginning with "How do you... . ?" rather than "Do ?"
-
Review of written materials. The staff needs to be aware of confidential
regulations. Parents and volunteers are, only allowed to look at their
own child's records. Other staff can review children's records on a need-to-know
basis. Education Component records that are generally available for review
include:
- the Education Component Plan,
- minutes from meetings,
- training plans and agendas,
- job descriptions,
- training evaluations,
- lesson plans,
- daily schedules, and
-
home visit reports.
The Education Coordinator will also meet with the self-assessment team responsible for reviewing the Education Component. This meeting provides an opportunity to explain the philosophy, goals, and objectives of the component and any terms that may be unfamiliar to someone who doesn't work regularly in a Head Start classroom.
In some programs, the Education Coordinator is asked by the Policy Council/Committee to either serve on the self-assessment team for the Education Component or chair it. Other programs use an existing education advisory committee to conduct the self-assessment of the Education Component.
AFTER THE ASSESSMENT IS OVER
When the self-assessment is complete, the assessment team will prepare a report about noncompliance items and areas in need of improvement. It's a rare Education Component that is doing everything as well as it possibly can. Often the team will also identify compliance and improvement objectives and suggest strategies for improvement. All of this information will be used by the Education Component work group (staff, parents, advisory committee, etc.) to prepare plans for the component, as discussed in Chapter III. Improvement plans will also be incorporated into the annual review and up date of the Education Component Plan.
In some programs, the self-assessment culminates in an exit interview with the assessment team, the Director, and other staff and parents in attendance. This meeting provides an opportunity for the assessment team to offer first-hand comments and suggestions for improving the program. It may be difficult to hear about problems within the Education Component, especially when staff have been working hard to provide a quality program. How ever, important lessons often are learned from the objective reviewers, who can see the program's strengths and needs more clearly than those who work in the program each day.
One final step in the self-assessment process is to share the results with staff. Then congratulate them for their cooperation and continuing efforts to provide quality services to children and families.
In addition to the annual self-assessment, many Head Start programs design and implement other evaluation efforts. Program evaluation activities serve a variety of purposes within the program.
- They describe, assess, and report on what the program has or has not accomplished.
- They enable the Education Coordinator to answer questions about the program's effectiveness and efficient operation.
- They provide concrete evidence to staff, parents, and others of how well, the component is doing.
- They result in information that can be used to plan improvements or changes in the program.
- They help the Education Coordinator and staff make decisions about changes in the program's direction or focus.
PROCESS AND OUTCOME
EVALUATIONS
These two terms are not as complicated as they may sound. Process evaluations look at how a program is implemented and examine compliance, or solicit reactions and suggestions. The annual Head Start self-assessment is a process evaluation: Other examples are staff and parent questionnaires, logs of parent comments, interviews with parents, or end-of-the-year meetings. Process evaluations elicit likes and dislikes, reactions to specific activities, and/or suggestions for changes.
Outcome evaluations are concerned with what the program has accomplished. These evaluations gather information that can be used to measure changes in attitude, knowledge, or practices. The long-term studies of how the Head Start experience has affected children are examples of outcome evaluations, as are evaluations of how teachers apply training experiences to classroom activities.
COLLECTING EVALUATION
INFORMATION
Questionnaires often are used to collect the information needed to conduct a process evaluation. These may be the basis for group discussions, one-to-one interviews, or surveys to be completed at home by parents or staff members. Writing questionnaires effectively is not difficult, but there are several points to keep in mind.
- Use very specific language. When asking for an opinion, use words that convey that meaning. For example, "What do you like about. . .
- Use open-ended questions as much as possible. Avoid using questions that can be answered with a "yes" or "no." Instead of asking, "Was the home visit useful?" ask, "What did you find useful about the home visit?"
- Ask questions one at a time so that they can be answered one at a time. When multiple questions are asked, it is impossible to determine which question was answered For example, asking "Was your child's teacher well-organized, open to suggestions, and a good communicator?" will cause confusion. This multiple question can be broken down into three separate questions, if answers to all three are desired.
- Use terms that are familiar, avoiding jargon or technical language. New parents may not be familiar with Head Start's acronyms and terminology.
- Avoid questions that begin with "why." There are usually so many possible responses that the answers aren't meaningful.
- Ask questions that solicit suggestions. Questions such as, "What issues about children would you like to discuss in our parent training sessions this year?" give parents the opportunity to provide suggestions.
- Test the questionnaire with a sample of parents and staff, then revise it accordingly. This is an important step because it is the only way to find out if the questions asked will elicit needed information.
PROGRAM EVALUATION TECHNIQUES
A first step in program evaluation is for the Education Coordinator and staff to identify what needs to be evaluated. This might be an area in which there have been complaints, one identified through a records review, a new activity, one the Education Coordinator is thinking about changing, or one that hasn't been looked at in a long time.
The second step is to determine what information is needed to conduct the evaluation, and whether or not it already exists in the Education Component's records or those of another component. Records such as volunteer reports, parent training attendance sheets, agendas and evaluations, minutes, and home visit reports should be reviewed to see if they contain the information needed. For example, an Education Coordinator may want to find out if parents are satisfied with the activities offered by the component. If the records document when participation occurred and how many parents attended, but don't provide the information needed to determine satisfaction, techniques that could be used are a survey or questionnaire sent home with the children, individual interviews with a sample of parents, or a group discussion at a parent meeting. Sample parent evaluations for center-based and home-based options are included in the Resource Papers (VIII- 1-8).
Program evaluation information is gathered from staff through the Education Coordinator's ongoing interactions, through questionnaires or surveys, and through discussions at staff meetings. Staff can provide evaluative information based on their actual experiences in the classroom and their work with parents.
Staff may be asked to evaluate individual component activities, provide an end-of-the-year review, or assess the effectiveness of the support and guidance provided by the Education Coordinator. A sample staff evaluation form is included in the Resource Papers (VIII-9-13).
The overall purpose of evaluation efforts is to find out if the activities
of the Education Component are successful. In addition to the questionnaires
for staff and parents, there are many other ways to find the answer to
this question-use the ones that seem most appropriate. Some suggested evaluation
opportunities include the following.
- Become a sensitive and observant Education Coordinator who is aware of what's going on in the centers and homes; solicit daily feedback on how the program is doing and where efforts need to be supported. Document this feedback in a diary or journal and use it periodically to evaluate progress.
- Regularly include time during staff meetings to discuss progress and evaluate the results of ongoing activities. Take advantage of these occasions when the entire staff is available to provide information and suggestions.
- Use observations to evaluate how effective the Education Component is in meeting a specific program objective. For example, to evaluate the integration of language development techniques into all parts of the program, observe staff interactions with parents and children, review lesson plans and home-visit reports, and assess the effectiveness of the environment. (Conducting classroom observations is discussed in more detail in Chapter VI.)
- Set up a parent lounge with a suggestion box or a notebook for parents to write down their concerns, gripes, suggestions, or praise. Read these comments regularly and respond accordingly.
- Invite parents to an evaluation meeting where everyone has a chance to speak. Parents often feel more comfortable making comments when they feel they have the support of their peers.
- Maintain an ongoing log of parent comments with the staff. Periodically review and analyze the comments to determine if any single activity or service has been mentioned repeatedly.
- Hold a mid- or end-of-year retreat for staff and parents. Use this opportunity to look objectively at the component. Then develop plans to be implemented on returning to the center.
- Ask parents or staff to prepare a wish list of things they would change about the program, materials for the classroom and home visits, training topics, an ideal day, or what they'd like to get from their supervisor. They can do this individually or in a group brainstorming session.
- Ask other components for feedback about how well collaboration efforts are succeeding.
- Ask staff and parents to complete an evaluation of the performance of the Education Coordinator.
- Conduct regular self-evaluations to determine personal progress toward meeting goals and objectives.
- Set up a system for teachers to visit each other's class rooms. Peer evaluations may be viewed more positively than supervisor evaluations.
EFFECTIVENESS
This type of evaluation is used to assess what the program has accomplished. Year-end assessments of a representative sample of children are often used to determine if the children as a group have progressed in the various developmental areas as planned. They can answer questions, such as, Have language skills improved? Are children more independent? Have their attention spans increased? Program planners review the assessment results and the ongoing observations of staff and parents. Progress or lack of progress in the developmental areas helps the staff to determine whether the program is effective as designed and implemented. Failure to achieve program goals indicates the need to assess the curriculum, staff performance, and the learning environment.
STEPS IN EVALUATING PROGRAM EFFECTIVENESS
Program evaluations are usually conducted every two or three years. The assessment instrument or combination of instruments used must be in line with program goals and relevant to the population served. This means that the items in the instrument match the goals of the program and therefore will collect data on behavior, skills, and knowledge that the program is designed to impact. If the population served is Spanish speaking, the instrument must be one that is available in Spanish (See Chapter IV, the section on "Individualizing the Program" for a discussion of assessment.)
Once the instrument is selected, a representative sample of children is identified (approximately 50 percent in a small program and 25 percent in a large program. The children are given a pre-test at the beginning of the year and a post-test at the end using the same instrument. It may be a good idea to have an independent assessment team conduct the program evaluation-someone from outside the program who may be more objective. At a minimum, those who administer the test should receive some training.
The results of the assessment are analyzed for statistical and programmatic significance. For example, in a program with a small number of children, changes between the pre-test and post-test may not be statistically significant but could still be programmatically significant.
USING EVALUATION RESULTS
One final but important point about program evaluation is that the results should, be used by the staff, parents, and the Education Coordinator to upgrade program quality and to promote the program. Evaluation is not complete until the results have been tallied, analyzed, discussed, and then plugged back into the planning process. Program evaluation results can also be used to:
- inform other local service agencies about the progress and impact of Head Start;
- prepare brochures, slide tapes, recruitment flyers, fact sheets, public service announcements, or any other kinds of promotional materials;
- determine the need for training; if the Education Coordinator observes that many teachers are writing in complete lesson plans, then training sessions can be scheduled to address this;
- use actual parent comments as a part of the introduction to enhance the component plan or other requests for funding; they will make the request come alive;
- make changes in the component plan;
- make changes in the curriculum;
- develop or adapt specific activities for the classroom, training sessions, parent education, etc.;
- acknowledge success at awards dinners, in the newsletter, on the center bulletin board, at the Policy Council/Committee meetings, etc.; and
- prepare a final report on the year's activities.
CHANGES
Decisions to make changes in the program sometimes result in position from some staff, parents, or the Director. If the evaluation information documents the need for these changes, they will be easier to sell. Other suggestions for encouraging support for changes include the following.
- Make one or two changes at a time; don't reject the entire program.
- Establish a committee of parents and staff to help implement any changes.
- Periodically assess the effect of the changes. Maybe the new approach isn't as effective as it was thought to be.
- Involve staff and parents in planning how the changes can be implemented.
- Be patient. Resist the temptation to hurry things along. Changes are easier to accept when they occur gradually.
- Whenever possible, use staff or parents' identification of problem areas as a guide for initiating change.
- Provide the necessary support and training.
- Coordinate the Education Component's evaluation efforts with those of other components so that parents are not asked to complete multiple questionnaires.
- Try not to overreact to individual negative or positive comments. Seek comments from a larger sample of parents and staff instead.
- Conduct periodic, objective evaluations rather than just relying on gut feelings about how the component is doing.
- Include staff and parents in the design and implementation of evaluation efforts.
- Use the results of process and outcome evaluations in future planning for the Education Component.
- Encourage staff to maintain a positive and cooperative attitude during the annual self-assessment.
Head Start Self-Assessment Guidance. Region X, ACYF, Third and Broad Building, 29O1 Third Avenue, Seattle, WA. 1979. Contact the regional office for availability.
This manual was developed to provide Head Start programs with guidance on how to actually conduct the self-assessment. It includes information on selecting and training assessment team members, gathering data, developing the report, and conducting the evaluation.
Morris, Lynn Lyons, and Fitz-Gibbon, Carol Taylor. Program Evaluation
Kit. Beverly Hills,
CA: Sage Publications, Inc.
This kit contains eight books written to guide and assist individuals in planning and managing evaluations. These practical, field-tested, step-by-step guides all offer detailed advice, supported by clear definitions and useful procedures explained in nontechnical language. The volumes can be purchased individually or as a complete set.
Taylor, Mary. SAVI: Do It! Salem, UT: Kandor House Publications, Inc., 1984.
This revised manual outlines a field-tested system for parents to use in conducting the annual self-assessment of die program. The manual includes instructions, training agendas, and all the necessary forms for conducting the self-assessment and writing the actual report.
- for children, 28-29
for staff, 28
- definition, 80-81
formal strategies, 82
informal strategies, 81
observation and recording, 8 1-82
using results of, 83-85
- curriculum models, 8 9, 54, 66-67
the Head Start approach to, 6, 8-9
individualizing in, 84
selecting materials for, 89
- for the Education Component Plan, 57-58
for training, 166
- 164-165, 172
- daily schedule, 91
discipline, 9 1-92
planning, 93-95
supportive interactions, 92
transitions, 91
Communication
- guidelines for, 27, 138-139
with Head Start staff, 21, 138
of job standards, 136-137
with parents, 97-99
Confidentiality
- inrecord keeping, 118
in self-assessment, 188, 189
Curriculum
- bilingual/multicultural, 9, 54, 66-67
definition of, 52-53
establishment of, 53-55
for home-based option, 67-68
implementing, 95
in a quality program, 22
Early childhood education, quality
- advocate for, 28-29
curriculum in, 22
environment in, 23
parent involvement in, 23
staff of, 23
supportive climate in, 23
Education Component, function of, 5, 21, 22
Education Component Plan, development of, annual self-assessment, 43-44
- budgeting for, 57-58
curriculum as part of, 52-55
defmition of, 43
final review of, 56-57
format of, 48-49
goals and objectives, 51, 93-94
outline of, 49
parent involvement in, 44-45
participatory management, 43
performance standards related to, 47-48
planning process summary, 43-44
program philosophy, 49-50
role of education advisory committee in, 44-45
selecting program options for, 46-47
staff responsibilities, 55-56
- classroom management and-relationships, 90-92
establishing linkages with elementary schools, 96-97
individualizing the program, 79-85
materials and equipment, 87-90
monthly and weekly plans, 93-95
the physical environment 85-87
strategies for facilitating implementation, 78
use in assessing gaining needs, 162-163
- for adults, 87, 99
for children 23, 84, 85-86, 122-123
in the home-based option, 87, 122
Evaluation local program, 10, 181-194
- collecting evaluation information, 190-191
evaluation of program effectiveness, 192
outcome, 190
process 190
techniques 191-192
using results of, 116, 192
Evaluation, staff and parent training, 160, 168-169
Goals
- for children. See Individualizing
of Education Component, 51
of Head Start, 5, 51.
- See also Individual Education Plan
materials and equipment for, 89-90
preparing the leaming environment for, 86
screening for, 8, 79-80
serving, 8, 84-85, 162
Home-based option
- curriculum resources for; 67-68
distinguishing characteristics of, 9
environment in, 87, 122
home visits in, 121, 142, 173
materials and equipment for, 58, 87
planning for, 95
records, 117
role of the home visitor in, 9, 117
selecting the option, 4647
- in center-based programs, 78, 98, 99-100, 121 142, 173
in home-based programs. See Home-based option
Individualizing
- assessment as a part of, 80-83, 94
for bilingual children, 84
individual plans, 83, 117, 118
methods for, 83-85
observation as a part of, 81, 82, 83-84
as a Perfonnance Standards requirement, 79
planning to assist staff in, 94
purpose, 79
in supervising staff, 139-141
- with elementary schools, 96
with the home, 97-100
- balance among, 88
budgeting for, 57-58
for children with handicapping conditions, 89-90
culturally sensitive, 89
curriculum related, 90
for developmental stages, 88-89
nonsexist, 89
outdoor, 23, 122
Observation, children. See Individualizing
Observation, staff. See Staff supervision
Observation, self-assessment, 187-188
On-site visitation, 24-26, 78, 83-84, 138, 171
Parent involvement
- in the annual self-assessment, 187, 189
in the daily program, 22, 23, 97, 100-101
in developing the Education Component Plan, 44-45
in evaluation, 187, 191
in planning the daily program, 23, 44-45, 100
in Policy Council/Committee, 22
in staff selection, 59
in a quality program, 23
as required in Performance Standards, 44, 59, 97
Participatory management, 43, 187
Performance Standards
- Appendix A (Program options), 162
Appendix B (70.2 The Parents), 43, 45, 59
for the Education Component, v, 6, 8, 22, 43, 47-48, 49, 52, 79, 97, 173
for the Health Component, 80, 162
for Nutrition, 80, 162
for the Parent Involvement Component, 6
for the Social Services Component, 79-80
for staff and parent training requirements, 161-162, 173
stated goal of the Head Staff program, 51
Policy Council/Committee
- in annual self-assessment, 187
in policy making, 22
in staff selection and hiring, 63
- establishing a system for, 116
staff responsibilities for, 117
types of records, 56, 116
Responsibilities of the Education Coordinator, 9-10, 39, 73, 97,
111, 118, 131, 155, 160-161, 183
Screening, 79-80.
Self-assessment, annual
- activities, 187488
parent involvement in, 43, 187
relationship to planning process, 43-44.
role-of Education Coordinator in, 188-189
role of education self-assessment team, 187-188, 189
role of staff, 189
using results of, 43-44 1-89
Social Services Component, function of, 6
Staff supervision, 10, 22, 129-150
- communication in, 138-139
dealing with performance problems, 144-147
evaluating performance in, 141-144
giving feedback in, 142-143
helping teachers supervise others, 147-148
of home visitors, 22
individualized approach to, 139-141
job standards for; 135-137
motivating, 137-139
observing, 78, 83-84, 141-142
performance appraisals and, 141, 143-144
promoting growth and development of, 137-138, 172
supporting, 23, 78
teamwork among, 84, 94, 139
terminating, 146-147
training, 166-172
- checking references 63
interviewing, 61-62
job applications, 60
job descriptions, 59-60
observing candidates 62
parent involvement in, 59
recruitment of, 60
screening applicants, 61
selection and hiring, 63
Stress management, 28
Time management, 27-28
Training
- CDA training, 1, 160
characteristics of adult leamers, 169-170
developing training budget, 166
Education Component Training Plan, 57, 117, 160, 161-166
evaluation of, 25, 122, 160, 168
Head Start's commitment to, 159
hiring consultants, 164, 167
implementing, 25, 166-174
inservice, 159, 165
needs assessment, 162-164
orientation. 159, 165
for parents, 59, 159-160, 161-162, 172-173
as Performance-Standards require, 161-162
pre-service, 159, 165
responsibilities of the Education Coordinator in, 10, 160-161
selecting resources for, 164-165
parents as, 5, 100-101, 148, 174
supervising, 148
training for, 172, 174
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