Parent Participation in Group Socialization

Parent participation is required in all activities planned for the home-based option. This includes home visits and group socialization activities. During all group socialization experiences, parents play with the children and discuss activities with other families. A balance of the two types of experiences is part of the group socialization activity. Parents look forward to a chance to talk with each other. The parent involvement component staff may help the home visitor with group experiences.

The agency should conduct an orientation meeting to discuss the home-based option, including the group socialization aspect of the Head Start home-based program option. This helps parents feel more at home. It gives them an idea about what they and their children can expect. In addition, specific training about Head Start's goals, components, and appropriate ways to interact with children, may be useful. This assures that children benefit the most from the experience. If other volunteers take part in the group socialization, they must be trained to work with children and their families.

Whenever parents get together, they share feelings and ideas that might not come up when they meet with home visitors. A lot can be learned by talking with each other informally, as well as in formal groups. Time is set aside for both during group socialization experiences.

More formal adult contacts also arise during group socialization experiences, depending on the interests of parents. At first, leadership comes from the home-based staff, then it gradually shifts to the parents.

During the first group socializations, home visitors concentrate on modeling appropriate interactions with groups of children and helping parents feel at home in the surroundings. The children, too, will benefit from a consistent leader who helps them know what to expect while they play together.

Parents can be gradually asked to participate more fully as home visitors match involvement with each parent's level of comfort and confidence. Clear explanations about expectations help facilitate this process.

Parents review the group socialization experience and document what they learned. The plans and evaluations of group socializations are maintained as part of the agency records.

DOCUMENTING SERVICE DELIVERY IN THE HEAD START
HOME-BASED PROGRAM OPTION

Documentation of all home-based services is an essential part of the program. When record keeping procedures are set up well in the beginning, they promote an efficient, responsible operation. The program will have the appropriate records and documentation to ensure that families have received necessary and appropriate services based on program requirements.

Records are extremely valuable because they:

The most helpful forms and record keeping procedures are those unique to the local program and specific to the home-based option. Sample forms for the Head Start Home-Based Program Option are in the Head Start Home Visitor Handbook (1993), and the Appendices to this Guide. These may be adapted to meet local program needs.

Figure 2-2 provides an overview of the record keeping procedures:

FIGURE 2-2: AN OVERVIEW OF RECORD KEEPING PROCEDURES
 
RECORD
TYPE 
 PERSON 
RESPONSIBLE 
 PURPOSE  INFORMATION 
RECORDED 
Family Needs Assessment  Home visitor, parent  Planning  Identifies strengths, needs, interests. Sets goals. Plans ways to meet goals. 
Family Action Plan  Home visitor, parent  Planning  Outlines steps to reach goals. Contains dates when goals reached, names of providers of services. 
Children's Health  Home visitor  Baseline information  Dental, physical, vision, hearing, referrals. 
Child Development Profile 
a. Screening 
 

b. Assessment 

 Home visitor, parent 
 
 

Home visitor, parent 

 Identifies possible at-risk child 
 
 

Individualization to meet child's needs 

 Health, parental records, screening instruments: screening language, cognition, fine and gross motor, self- help skills, perception, socio emotional. 

Observations of child's behavior, samples of child's work, checklists; goals. 
Weekly Home Visit Plans and Reports  Home visitor, parent(s)  Individualization of component services  Names, dates, times, components addressed, home visit activities, materials/persons responsible, evaluation, follow through activities, parent signature. 
Group Socialization Experiences  Home visitor, parent(s)  Planning and documenting group activities for children and parents  Location, transportation, schedule, parent activities, children's activities, meals and/or snack refreshments. 
Referrals and Outcomes  Component specialists  Monthly reports  Referral results. 
In-Kind Contributions  Supervisor  Administrative  Date, source, donation, market value. 

As part of typical record keeping, grantees should maintain documentation of on-site home visits by component coordinators and home-based supervisors, attendance at regular supervisory meetings, training, and other meetings such as family staffings or community collaborations. This documentation records agency progress and is needed for monitoring visits.

The record keeping system (forms, etc.) needs to be developed with input from home visitors. It should be changed as needed to facilitate efficiency in gathering information.

PARENT AND VOLUNTEER PARTICIPATION

Parents and community volunteers are involved in home-based programs. Parents attend parent meetings, take part in educational and social experiences, and serve as Head Start volunteers.

Community volunteers serve meaningful roles in the home-based program option. Orientation to the Head Start home-based program's goals and objectives, as well as to Head Start's four components, is essential. Training about roles and responsibilities empowers parents and volunteers.

Parents in Policy-Making Groups

Home-based parents must be represented as decision makers on the Policy Council. Their decisions shape program expansion, recruitment, budget, evaluation, personnel policies and procedures, and program direction. Home-based parents are to be represented on policy-making bodies in proportion to the number of home-based children enrolled in the total Head Start program.

Parent Meetings

Meetings for parents are arranged, preferably at the parents' suggestion, to:

Parent Social Experiences

Sometimes parents choose to gather, without their children, to relax and have fun. These informal get togethers help parents feel they belong to the Head Start family. Among the types of activities parents have enjoyed are trips to places of interest, potluck dinners, bingo, card parties, bowling, and dances.

Parents plan and carry through with their ideas for these social experiences. Agencies need to let parents know how they can support these activities.

Orientation and Training of Volunteers

Family members and others in the community are often eager to serve as volunteers within Head Start. In every instance, these volunteers receive an orientation to Head Start's philosophy, goals, and components. If volunteers are to help with the home-based program, they need training about the goals and unique features of the Home-Based Program Option. Among the topics are:

CHAPTER 3
Program Review and Monitoring 

Research substantiates the effectiveness of carefully planned home visiting programs.

In preparation for an on-site monitoring review, the "Suggestions for Strengthening the Head Start Home-Based Program Option" (Appendix A of the Head Start Home Visitor Handbook) can be a guide to assessing the program's strengths and needs.

The Head Start Regional Office will expect the program to present records about all the Head Start program options for monitoring purposes. In addition to the data obtained during application and enrollment procedures, the following records are needed for home-based review:

In any of the On-Site Program Review Instrument's (OSPRI's) component sections where the involvement of parents is stated, the reference is made to all parents regardless of option. Thus there should be parents from the Head Start Home-Based Program Option represented on Policy Council, Policy Committees, Component Committees such as the Health Advisory Committee, and any other agency- wide committee.

The Parent Involvement section of the OSPRI addresses all options on pages 47-49 in asking questions about participation and training. The Social Services section mentions children who have been absent four days on page 43; this does not refer to the Head Start Home-Based Program Option since that would mean a family was absent for a month of visits. CFR Part 1306.33 of the Regulations provides information to be followed if the home visit is canceled by the program. The local agency must decide on visits canceled by parents. The schedule of home visits must provide for 32 home visits per family per year.

When the Review Team is on-site, they will make visits to homes with the regular home visitor assigned to those families. They also will review 10%, or not less than 20 records, in the case of only one option, depending upon the number of children served. When there are several options, 10% of the total records of children enrolled in each option are reviewed. See page 6 of the OSPRI Instructions.

Information in the OSPRI is very specific in providing information regarding the on-site documentation necessary for review and monitoring.

CONCLUSION

Operating a Head Start Home-Based Program is one option to meet the needs of families in your community. Your agency will make this decision after carefully analyzing the characteristics of the community and considering the program options available for Head Start Programs.

In carrying out the parents-as-partners philosophy, directors and home-based staff recognize they are not child educators. Home visitors are adult educators who work with the child through the parents. In this Head Start program option, agencies relying on this philosophy have far greater success passing new teaching interactional skills on to parents and enhancing the family's self-sufficiency.

We hope this presentation of planning, implementing, and evaluating the Head Start Home-Based Program Option will be a useful tool. Operating the Home-Based Program Option can make a significant difference in the lives of families in your community.

APPENDIX A:
SAMPLE JOB DESCRIPTIONS 
JOB DESCRIPTION 1: HOME-BASED SUPERVISOR

MINIMUM DUTIES AND RESPONSIBILITIES:

1. Assist in the development and evaluation of home-based program policies, procedures, and curriculum.

2. Coordinate the daily operations of the home-based program option with other Head Start activities; work closely with component coordinator to resolve problems in this area.

3. Supervise home visitors through staffings, observations of home visits (at least three times annually per home visitor) and parent activities, group socializations, review of records and enrollment levels.

4. Evaluate home visitors annually; develop with home visitors improvement/training plans; make recommendations concerning continued employment status of home visitors.

5. Help identify training needs for home-based option and plan with Education Coordinator and other component coordinators the development and delivery of training to meet those needs. Provide on-site training through modeling of appropriate techniques. Provide program orientation and training for new home visitors.

6. Assist in the training of home-based observation teams for the annual program self assessment; assist in completing education self-assessment and grant application requirements.

7. Assist the program and home visitors in meeting or exceeding the Head Start Program Performance Standards.

8. Coordinate a resource library for use by home visitors.

9. Participate in the hiring process of home-based personnel.

10. Coordinate the ordering of home-based supplies, materials, and equipment.

11. Assist component coordinators in working with center parent groups and members of the Policy Council in relation to home-based and parent education.

12. Participate in workshops and continuing education as requested or as needed.

13. Provide training for home-based staff.

14. Follow all general staff responsibilities in addition to specific job responsibilities.

MINIMUM QUALIFICATIONS:

1. Associate of Arts or bachelor's degree in child development, community psychology, early childhood education, or related field.

2. Experience as teacher of preschool age children or as a parent educator in a program that emphasizes the parent's role in the child's development.

3. Experience with low-income families and in working with persons of varied experience and diverse backgrounds.

4. Experience supervising adults and facilitating groups.

5. Experience preparing written reports and making oral presentations.

6. Possess valid driver's license.

DESIRED QUALIFICATIONS:

1. Bilingual in English and Spanish, if appropriate.

JOB DESCRIPTION 2: HOME VISITOR
QUALIFICATIONS:

Experience/Education

Home Visitor Child Development Associate (CDA) credential, Associate of Arts, or Bachelor of Science degree in adult education, early childhood education, human development, child development, social work, or a related field. Previous experience providing direct services to low-income families. Must have a valid driver's license.

MAJOR DUTIES, FUNCTIONS, AND RESPONSIBILITIES:

1. Assist families in identifying family resources and needs.

2. Work with families and children weekly in their homes for at least 90 minutes.

3. Maintain confidentiality of family records and information.

4. Encourage and promote the family's achievement of self-sufficiency.

5. Access information and advice from home-based supervisor and component coordinators.

6. Participate in all appropriate training and meetings.

7. Encourage parents to attend parent meetings and transport them when necessary.

8. Integrate all Head Start components during home visits.

9. Maintain and periodically update Family Needs Assessment and Family Action Plans with each family throughout the program year.

10. Plan and evaluate with parents the activities for group socializations.

11. Meet or exceed the Performance Standards in delivering the home-based program option.

12. Work with parents to develop weekly home visits and weekly activity plans based on each child's assessment and identified family needs.

Parent Involvement

1. Assist parents in developing and fostering healthy self-concepts for themselves and, having begun this effort, begin assisting parents in fostering healthy self-concepts in their children.

2. Foster the view and practice in parents that they are their child's first teacher and reinforces this concept with practical suggestions for its development.

3. Guide in the planning of and participation in parent meetings scheduled at least once per month.

4. Assist families to keep an on-going file of weekly home visit plans and follow up activities.

Social Services

1. Make referrals and transport families when necessary to community service offices such as family planning, food stamps, employment, health services, vocational rehabilitation, and psychological services.

2. Assist parents in using all appropriate community resources.

3. Act as a liaison and advocate between community resources and Head Start families.

Education

1. Help parents develop ways of using household materials in educational activities with their children.

2. Facilitate planned and organized group socialization experiences twice a month.

3. Provide ongoing assessment of parents and enrolled Head Start children using appropriate assessment tools and techniques.

4. Help parents use activities which naturally occur in the home and other places as learning opportunities.

Health

1. Help families as necessary to arrange and keep medical and dental appointments as required by Head Start, including designated follow-ups.

2. Plan a minimum of one nutrition activity per month during a home visit.

3. Conduct health checks on each home visit.

Employee Acknowledgment/Date:

Program Director Acknowledgment/Date:

APPENDIX B: SAMPLE FORMS 

(Figure B-i)
FAMILY NEEDS ASSESSMENT (FNA)
Parent's name____________________________ Home visitor's name___________________ Child's name________________________ Date______________________________

A. Ways parents would like to participate:

B. Would like to learn more about the following areas: The above may be provided at parent groups, special groups, or individual information made available through referrals. Does parent have skills in any of the above areas? Detail:

C. Employment skills:

Is parent interested in:


(Figure B-2)
FAMILY ACTION PLAN (FAP)
Family name_______________________ Date_______________________________
Goal____________________ Goal achievement date____________________________
TIME TABLE________________________________________

                                                                               PROGRESS REVIEW
Action Steps
Person Responsible
Target Date
Action Initiation
Date
Finding


(Figure B-3)
FAMILY ACTION PLAN
Family name______________________ County________________________________

Review your answers to
questions on the FNA. Use the
space below to list the areas you
would like to work on this year
for yourself and your family.

Develop Action Steps and
Target Dates for Completion

Assessment
(date completed) 


 
(Figure B-4)
 
FAMILY STRENGTHS AND GOALS
We feel good about our family because:
 
We would like our family to:

During the next three months, we would like to:

We should like our family to be able to:

Our family is having trouble with:


(Figure B-5)
 HEAD START FAMILY SERVICES

Name__________________________________ Phone____________________________
Address__________________________________________________________________
Employer/School and Location_________________________________________________
 
My strengths are:  
Patience 
Reliability 
Flexibility 
Discipline 
Teaching 
Experience 
Other_____		 Immediate needs: 
Emergency food 
Medical help 
Clothing 
Personal problems 
Legal help 
Other________		 Individual needs: 
Transportation 
Child care 
Family counseling 
Parenting help 
Other_______
Material needs: 
Housing 
Clothing 
Home repair/improvement 
Food		 To do my best as a person, I need to learn: 
Child growth and development 
Self-improvement 
Child behavior and development 
Nutrition 
First aid/CPR 
Home management 
Other_______
 

(Figure B-6)
INDIVIDUAL FAMILY PLAN
Parent(s)_____________________ Program __________________________________
Child's name___________________________ Family advocate______________________
 
 
NAME
EXPRESSED NEED
RESOURCE 
FOLLOW-UP/ OUTCOME 
  


APPENDIX C:
COMMUNITY RESOURCES 

In every community, there are a surprising number of organizations, agencies, and associations that can directly or indirectly help staff and families in home-based programs. Even if there are no special difficulties, home visitors may want to try some new activities occasionally.

Most programs considering a home-based option will already have extensive relations and agreements with local agencies and organizations. However, as the Head Start focus is broadened or changed, these agencies should be involved in the planning. Agreements should always be in writing.

When home-based programs engage early in productive relationships with community services and resources, the ties pay great dividends after the program swings into operation.

Many Chambers of Commerce, social services, or similar community groups publish lists of civic and social organizations. In some communities, the 4-C (Community Coordinated Child Care Council) or a similar agency is one of the most helpful organizations. The goal of 4-C is to facilitate coordination of services. Head Start programs may wish to compile their own specific resource lists for staff reference. These lists should be available to all home visitors and families.

Education

Libraries

Programs for Children (schools, child care programs)

Teachers, students, social workers, and others can:

· Visit homes and work with children;
· Assist school-age children (tutor, counsel);
· Encourage student volunteers;
· Conduct Adult Basic Education classes in child care, education, and other subjects; and
· Sponsor courses in art, computer use, and other topics of interest to children.

Agricultural Extension Programs

The Home Economics Extension Service offers materials, workshops, newsletters, and consultants on a variety of subjects of interest to parents and children.

Colleges and Universities

Most institutions of higher education will have departments, schools, or colleges of education, social work, home economics, medicine, or nursing. They may offer programs in early childhood education as well as family life. Higher education faculty can:

· Place students in home-based Head Start to gain practical experience.
· Help identify and evaluate children with special needs.
· Assist staff members in obtaining training and/or college credit.

State Education Departments

· Adult Basic Education courses;
· Funds for training or support services for children with varying abilities;
· Counseling and testing for employment; and
· Consultation in education.

Community Protection Services: Police, Fire, Health

· Safety education consultants;
· Services designed to meet local needs; and
· Opportunities for field trips.

YMCAs, YWCAs, and Similar Organizations

· Recreational facilities and educational activities for children and adults.

Other Free or Inexpensive Resources

· Newspaper offices might provide paper end-rolls for children's art projects.
· Offices and printers can recycle paper that is clean on one side.
· Grocery stores, packing companies, shoe stores, and drug stores have all sizes and types of boxes and containers.
· Lumber yards, hardware stores, cabinet makers, and other crafters can provide scraps of wood, yarn, fabric, and other items.
Health

Special Clinics and Clinicians

Pediatric, public health, maternal and child health, well-baby, and neighborhood clinics, as well as local pediatricians, physicians, and public health nurses offer:

· Assistance to identify, evaluate, and diagnose general health conditions of children and adults;
· Referral of a child with special needs;
· Instruction and counseling for staff and parents;
· Consultation on health problems in the community or particular families; and
· Help to design preventive health activities.

Mental Health Centers and Child Guidance Clinics

· Diagnosis or identification of children with emotional problems;
· Therapy or counseling when necessary;
· Identification of children with various learning styles and disabilities;
· Consultation with staff on families with special needs; and
· Training for home visitors in basic counseling techniques, working with adults, or handling special problems.

Local Chapters of the American Red Cross

· First aid training;
· Safety courses;
· Child care courses; and
· A variety of other services that promote community health.

Medical Suppliers, Clinics, Pharmacies

· Donations of tongue depressors, toothbrushes, packing materials, and other supplies for health or art purposes.

Social Service Agencies, Community Action Agencies, Community Public Assistance Councils, Public Assistance Offices, and Neighborhood Centers

· Financial assistance to families or referral to other sources of financial aid;
· Funds for training and group socialization experiences;
· Family counseling services;
· Recreational programs;
· Referral to other community resources; and
· Homemakers, visiting nurses, or nutrition aides for families.

Civic Groups (such as Lions Clubs, American Legions, Rotary Clubs, Odd Fellows, Veterans, religious groups)

· Volunteers for program activities;
· Donation of equipment or help in building equipment;
· Transportation for children and families;
· Glasses or other health aids for children and families;
· Recreational programs and activities for children and adults; and
· Fund raising.

Federally Funded Local Programs (such as Neighborhood Youth Corps and Work Incentive Program)

· Training and financial assistance to families and staff;
· Student aides or trainees to assist in the program; and
· Activities that might include staff, parents, and state scholarships for completing a CDA.

Parent Involvement

· Other local Head Start and early childhood programs;
· Home visitor programs within the community;
· Public schools, especially kindergarten teachers; and
· Parks.

APPENDIX D:
TRAINING RESOURCES 

Every Head Start program has a wealth of possible in-service education resources staff. In addition, local specialists, consultants, schools, professional networks, the Head Start Training Network, and the media are sources for training.
Who?

Head Start Staff

Within the program the home-based supervisor, component coordinators, other staff, home visitors themselves, and volunteers all have areas of expertise that can be drawn upon to support each other's, and parents' personal and professional growth.

Visits to other Head Start programs that operate the home-based option can provide many learning opportunities.
Specialists

The community may have many training resources, including personnel, who have expertise in areas such as:
· First aid;
· Techniques for working with individual children;
· A healthy diet;
· Public health issues;
· Food preparation and storage;
· Sanitation procedures;
· Fire safety; and
· Dental health.
Consultants
Plan to utilize the consultant's skills fully. Conduct an orientation and planning session upon the person's arrival to organize time and resources.

Follow-up by thanking the consultant for a job performed well.

Colleges and Universities

Colleges often sponsor free or low cost cultural events, symposium, and speakers that may be of interest to home visitors and families in the community.

The Child Development Associate (CDA) Credential is available for home visitors. College faculty from a variety of disciplines can contribute to the development of this training program.

Professional Associations

Affiliates of national professional organizations such as the National Association for the Education of Young Children and the National Head Start Association are excellent resources. Members of these groups often are leaders at local, state, and national levels who are pleased to share their expertise with local programs. Benefits of professional membership (networking, local training, up-to-date information, advocacy) should be stressed to home visitors. It may be possible to draw from this pool of early childhood educators to find trainers, CDA advisors, and consultants.

Continuity of contact is important, and enables experts to keep informed about Head Start as well as offering insights into various child development efforts within the community. Sharing training with other local child development programs keeps costs low and builds links among people who are committed to working with children and their families.

Head Start Training Network

This training network has both staff and resources, films, pamphlets, and workshop ideas for use in home-based programs. Network staff are available to help plan and implement training efforts. Each program receives assistance through the resource network or regional training and technical assistance provider. Contact the Head Start Regional Office for details.
Media
Local and national print and electronic media help home visitors stay abreast of ideas and issues that affect them and the families with whom they work. Local papers, for example, are a good resource for identifying places or community events that might be of interest as group socialization experiences.

Cable television may offer correspondence courses on topics such as child development and family dynamics. Training videos are available from many professional groups and vendors.
What topics?

Training activities for home-based programs include:

· Child growth and development;
· Individually, culturally, and developmentally appropriate activities for children;
· Parent involvement;
· Family dynamics;
· Interpersonal relations;
· Communication skills;
· Nutrition education;
· Health and weliness education;
· Psychological and social services;
· Special needs of parents and children; and
· Community involvement.
 

For a more detailed listing of training resources, see The Head Start Home-Based Resource Directory, 1993, available from the Head Start Bureau.

BIBLIOGRAPHY 

Bredekamp, S., & Rosegrant, T (Eds) (1992) Reaching Potentials Appropriate Curriculum and Assessment for Young Children. Vol. 1. Washington, DC: National Association for the Education of Young Children.

Hansen, K. (1990). Mental Health in Head Start: A Wellness Approach. U.S. Department of Health and Human Services, Head Start Bureau.

Head Start Bureau. (1993). Everyone Counts: Applying Head Start's Multicultural Principles in All Program Components. Washington, DC: U.S. Department of Health and Human Services.

Head Start Bureau. (1992). Multicultural Principles for Head Start Programs. Washington, DC: U.S.Department of Health and Human Services.

Heffron, M.C., & Noble, 5. (1993). Home-Based Supervisor's Guide. Washington, DC: U.S. Department of Health and Human Services, Head Start Bureau.

McCracken, J.B. (Ed.) (1993). A Guide for Education Coordinators in Head Start. Washington, DC: U.S. Department of Health and Human Services, Head Start Bureau.

Meisels, S.J. (1985). Developmental Screening in Early Childhood: A Guide (rev. ed.). Washington, DC: National Association for the Education of Young Children.

National Association for the Education of Young Children. (1988). Testing of Young Children: Concerns and Cautions. Washington, DC.

Thomas, J.I. & Pizzolongo, P.J. (Eds.) (1993). The Head Start Home Visitor Handbook (rev. ed.). Washington, DC: U.S. Department of Health and Human Services, Head Start Bureau.