Chapter 5

Chapter Five
Making Decisions with Parents

"Citizen participation is a nuisance. It is costly, it is time consuming, it is frustrating. (Yet) citizen participation -real, genuine, meaningful, total - is probably the only guarantee, frail though it may be, that people will be willing to abide by the terms of today's social contract and have sufficient faith in the system to feel that it is in their interest to wait for the next round of negotiations to press for still better terms within the framework of orderly dialogue and negotiations..."

--Edgar and Jean Cahn, 1968

For many parents, their Head Start experience is the first demonstration that society takes them seriously as citizens and as discriminating consumers of community benefits and services. Many come with little knowledge of , or success in, how to make their view known. The resulting inability to influence decisions has made them suspicious, and sometimes passive. Yet experiences in the 1960"s demonstrated once again that people will act when the issues are vital to their well-being and when their involvement appears to offer a chance to solve problems. Therefore, from the very first meeting in the recruitment of a new family, when parents are informed of their rights and responsibility in making decisions about the program, and throughout their association with the program, Head Start seeks to involve parents in an educational experience in leadership development and individual participation. As they learn and apply procedures for conducting meetings and determining agendas, as they develop skill in problem-solving and constructive confrontation, as they grasp the implications of their rights and responsibilities, parents develop a confidence and poise which will serve them as they continue to exercise their roles as citizens protecting and advancing their common interests.
Head Start has delegated reaposibility for formal decision-making to thre groups: the center committee, the parent policy committee and the parent policy council. Each of th three groups is defined by composition and function; each has specific responsibilities. Because serving on a decision-making body may be a new experience for many, each phase of development and operation may be used as a training device for participants: orienting members, determining goals, preparing an agenda, using parliamentary procedure, developing a plan of action, evaluating results. The parent involvement coordinator offers assistance as the group forms and continues to be available as a resource to them.
Head Start Parent Decision-Making Groups
Parent decision-making groups are changed with carrying out the responsibilities outlined for them in DHEW guidelines, solving problems, and identifying ways to make the program better for themselves and for their children. They are distinguished from other parent groups by thier functions as policy-makers; they are usually task-oriented. The membership and leadership are democratically chosen. Staff relate to these groups in an advisory capacity, and upon the request of the group.
Center Committee
The center committee is formed at the center level. All parents whose children are currently enrolled in the center are automatically members. The center committee advises, counsels and consults with policy committees and councils, makes decisions for the center, and works closely with staff to create a sound child development program. Parents' expectations and the information they provide about their children - what works in reaching them and how they react to the center and staff - are invaluable contributions to the program. These combined with the staff's experience and training can assure balanced and responsible programming for every Head Start center.
The idea of creating subcommittees of parents as a method of increasing their involvement in the program merits attention because it offers parents the advantages of small-group interactions, such as greater opportunities for self-expression and support from the group. In addition, since subcommittees can meet at a time and place convenient to the members, parents in rural areas will not be discouraged by long distance travel.
According to the plan, all parents in the center are organized into groups of twelve or fewer. The groups or subcommittees are organized by function, task, component, classrooms, or geographic areas. A teacher, aide, or other staff member acts as an advisor to each group. The subcommittees meet monthly in their homes, church, school, community room or other convenient place. Although following a planned agenda, the members will have frequent opportunities to express their needs and interests as well as their expectations of the program, and to learn what is happening in the classes and policy group meetings.
In addition to the topics discussed during orientation, subcommittee agenda can include such activities as the following:

Discussing opportunities for volunteer activities and responsibilities of volunteers.

Inviting staff members to explain their roles in the program.

Choosing parents to work on component planning committees.

Reviewing policy council minutes.

Planning for meetings with staff.

Discussing criteria for staff recruitment and choosing parents to help interview candidates

Each subcommittee elects a chairperson and any other officers they wish, as well as a representative and alternate to attend center committee meetings. The representative conveys information about the subcommittee's activities and concerns to the center committee and returns with information about policy group decisions and center committee activities. The center committee, in turn, selects members to represent their interests on the parent policy committee or council, and thus are able to influence decisions at the delegate and grantee levels.
Delegate Agency and Grantee Level Policy Groups
The parent policy committee is set up at the delegate agency* level, while the parent policy council is formed at the grantee agency** level. If one agency acts as both grantee and delegate, a single parent policy group is formed.
Both policy groups are composed of parents of children presently enrolled in the agency's Head Start program, as well as representatives of the community. The parent representatives, elected by parents of children currently enrolled, must comprise 51 percent of the group membership. The agency may determine the composition of the remaining 49 percent and the methods to be used for their selection within DHEW guidelines. However, all community representatives must be approved by the elected parent members of the policy group.
Neither staff members nor members of their family may serve on the policy committee or council in a voting capacity. They may attend in a consultative capacity upon the request of the group.
The following chart illustrates the relationships among policy groups and boards of directors. Arrows depict lines of communication.

Grantee Board of Directors
Head Start Parent Policy Council 51% current Head Start parents

Delegate Agency
Board of Directors
Head Start Policy Committee 51% current Head Start parents

Local Head Start Staff
Head Start Center Committee 100% current Head Start parents

The designation of authority which parent policy groups have for various areas may be paraphrased as follows.
General responsibility: "Has legal and fiscal responsibility; guides and directs the person or group given responsibility for carrying out the function."'
Operating responsibility: "Is responsible for carrying out the function."
Must approve or disapprove: "Must be consulted during decision-making process and must approve before the decision is finalized or action taken."
Must be consulted: "Must be called upon before any decision is made to give advice or information."
May be consulted: "May be called upon for information, advice, or recommendations."
Responsibilities Of Parent Policy Committee
The responsibilities of the parent policy committee are carried out in conjunction with the grantee board, the executive director, and the Head Start directors. The following functions are the minimum responsibilities assigned to the parent policy committee. Members may negotiate for additional functions and a greater share of responsibility, subject to limitations called for by DHEW policy.

Preview and approve annually the written plan for implementing the performance standards.

Offer suggestions and ideas for program improvements and request a report on action taken by the administering agency with regard to its recommendations:

Serve as a link between public and private organizations, the grantee policy council, the delegate agency board of directors, and the community it serves.

Plan, coordinate and organize agency-wide activities for parents with the assistance of staff.

Communicate with parents and facilitate their participation in the program.

Aid in recruiting volunteer services from parents, community resident and community organizations and assist in the mobilization of community resources to meet identified needs.

Plan, develop the budget for, and administer the parent activity funds. Policy committee shall establish separate bank accounts when they vote to do so.

The policy committee must undertake the following major management functions for which it has some degree of responsibility.
General responsibility:
Establishing a method of hearing and resolving community complaints about the Head Start program.

Operating responsibility:
Conducting the self-evaluation of the agency's Head Start program.

Must approve or disapprove
Current program goals of the Head Start program and the methods for meeting these goals.
The location of centers and classes.
Plans for using available community resources.
Criteria for the selection of children, within applicable laws and PHEW guidelines.
The composition of the appropriate policy group and the method for setting it up.
Services provided to Head Start from the delegate agency.
Head Start personnel policies for the delegate agency (including hiring and firing criteria for Head Start staff, career development plans, and employee grievance procedures).
Hiring and firing of the Head Start director and staff of the delegate agency.
Request for funds and proposed work program prior to sending to grantee.
Major changes in budget and work program while program is in operation.
All information on the grant application being sent to the policy council for pre-review.

Must be consulted on:

Identification of child development needs in the area to be served and for ensuring that standards for acquiring space, equipment and supplies are met.

Responsibilities Of Parent Policy Council
The responsibilities of the parent policy council are carried out in conjunction with the board of directors, the executive director, and the Head Start directors. The following functions are the minimum responsibilities delegated to the parent policy council. Members may negotiate for additional functions and a greater share of responsibility, subject to limitations called by DHEW policy.

Preview and approve the written plan annually for implementing the performance standards.

Propose suggestions and ideas for program improvements and request a report on action taken by the administering agency with regard to its recommendations.

Serve as a link between public and private organizations, the delegate agency policy committees, neighborhood councils, the grantee board of directors and the community it serves.

Plan, coordinate and organize agency-wide activities for parents with the assistance of staff.

Approve the selection. of delegate agencies.

Recruit volunteer services from parents, community residents and community organizations and mobilize community resources to meet identified needs.

Determine the amount and distribute parent activity funds to policy committees. If there is no policy committee, policy council must plan, develop the budget for, and administer the parent activity fund.

Assist in communicating with parents and encouraging their participation in the program.

The policy council must undertake the following major management functions for which it has some degree of responsibility.
General responsibility:

Establishing a method of hearing and resolving community complaints about the Head Start program.

Operating responsibility:

Conducting a self-evaluation of agency's Head Start program.

Must approve or disapprove:

Current program goals and ways to meet them.

Delegate agencies and areas in the community in which Head Start programs will operate.

Plans for using all available community resources.

Criteria for the selection of children within applicable laws and HEW guidelines.

The composition of the appropriate policy group and the method for setting it up.

What services should be provided to Head Start from the grantee central office and the neighborhood centers.

Head Start personnel policies for the delegate agency (including establishment of hiring and firing criteria for Head Start staff, career development plans, and employee grievance procedures.)

Hiring and firing of the Head Start director and staff of the grantee agency.

Request for funds and proposed work program prior to sending to HEW.

Major changes in budget and work program while program is in operation.

Information on the grant application process being sent to HEW for prerview.

Must be consulted on:

Identifying child development needs in the area to be served and ensuring that standards for acquiring space, equipment and supplies are met.

ASSISTING DECISION-MAKING GROUPS

The parent involvement coordinator can assist decision-making groups at each level in developing or refining basic group skills: setting goals, preparing agenda, developing a plan of action, and evaluating the way they work. In addition, there are specific ways in which he or she can facilitate the work of each group - center committee, policy committee, and policy council.

Developing Group Skills

The parent involvement coordinator can be a valuable resource and guide as parents and community representatives come together as relative strangers and gradually form a cohesive decision-making group. After orienting members to the purpose and degree of authority of the group to which they belong, as well as to their individual responsibilities, the coordinator assists them in electing officers. Then he or she guides the group through the processes of setting goals, preparing agenda, developing a plan of action, and evaluating the way they work.

Setting goals provides direction for the group, sustains interest and participation, and brings a sense of achievement when the group accomplishes what they set out to do. Knowledge of established Head Start goals is necessary before a policy group formulates its own plan to meet them. These policy and program goals can be found in: Head Start program performance standards, state policy council documents, policy group by-laws, and program proposals.

Each program and policy group must develop specific goals and objectives based on the broad national goals. For instance, in order to meet the national goals of parent participation in planning the education program, a policy group might establish the following goals:

To form an education subcommittee to study the existing plan and make recommendations for improvements, if necessary.

To designate members to join staff in writing or revising the education plan. • To review the completed plan.

In a newly formed policy group, it might be wise to start with limited, short-term goals which can be achieved readily, so that the group will be encouraged by its accomplishments. As goals are achieved, the group should be encouraged to set additional and more ambitious ones.

Preparing agenda for meetings is a means of developing parent decision-making and participation skills. The parent involvement coordinator can assist the group members and the chairperson by explaining: the purpose of the agenda and how to prepare them; how agenda can be used to influence the direction and impact of the policy group.

Agenda are designed to give specific information about meetings before they take place - time, place, order and items of business, including committee reports.

Following is a sample agenda

Head Start Policy Council Meeting
November 10, 1978
8:00 p.m.
Community Center

1. Roll call
2. Reading of the minutes of the last meeting
3. Treasurer's report
4. Standing committee reports
     a. Budget Committee
     b. Publicity Committee
     c. Training Committee
5. Special committee reports
     a. Education Committee
     b. Committee to study food services delivery innovations 6. Reading of correspondence
7. Old business
     a. Report on plans for Christmas party
     b. Report on volunteer training
8. New business
     a. Request for report on use of Resource Access Project
     b. Proposal that parent workshop on reading readiness be          planned.
9. Unfinished business

Agenda are usually prepared by the policy group chairperson and program director. The chairperson should solicit from group members their concerns, ideas and suggestions and make sure that the agenda provides opportunities for raising these issues. The coordinator should make group members aware of their right to suggest to the chairperson items of business to be included in agenda; procedures for communicating such suggestions should be clearly established.

The agenda for meetings influence the direction and impact of the policy group in several ways. Many persons base their decision about attending the meetings on the agenda; the agenda thus encourage or discourage attendance. The decisions made about what business and reports to include on the agenda are really decisions about what work the group will do, what issues it will address, and what it will ignore. To a great extent, the agenda determine who will be heard and how much time they will be given. When policy group members understand the uses of agenda, they are better prepared to voice their concerns and protect the interests of the parents they represent.

When policy group members have set goals and learned the uses of agenda, they are ready to develop a plan of action, to decide what needs to be
done, by when, how and where. The plan should include:

    • Clear delineation of each task.
    • Resources for accomplishing tasks.
    • Alternative courses of action.
    • Strategies and steps to be taken.
    • Timetable for each stage of the plan.

When developing a plan of action, group members need information about: the obstacles they are likely to encounter; government regulations which might affect their work; the operations and attitudes of community agencies through which they must work; successful approaches used in the past to influence decisions and accomplish tasks.

Periodically, the policy group should pause to evaluate the way they work together. It might be helpful to ask themselves the following questions:

    • Does the group still agree on the goals which they set?
    • How many goals have been reached?
    • Should additional goals be set?
    • Are the agenda for meetings well prepared and do all group members contribute to planning?
    • Are meetings conducted within established time limits?
    • Is business transacted efficiently?
    • Are irrelevant issues or items of business other than those on the agenda introduced at meetings?
    • Are work assignments evenly distributed among members? • Are differences of opinion welcomed in the group?
    • Are conflicts and criticism constructively used to explore issues, define problems, and reach solutions?
    • Are decisions made only after relevant facts have been obtained, analyzed, and discussed?
    • Do members feel that their contributions are valued by others? • Does the group feel a sense of accomplishment?

After one or two self-evaluations, the group might identify recurring problems and establish a committee to study their causes and suggest solutions.

Helping Groups Meet Their Responsibilities

The degree to which the parent involvement coordinator works with each policy group depends upon the organization of the Head Start program and her function in it. In some cases, the coordinator works with one or more center committees; in other cases, she works directly with the policy committee or policy council. Rather than taking an active role in the policy group, the coordinator serves as a resource and fosters the leadership and independence of group members. Whenever necessary, she helps each group to meet its responsibilities.

The following chart outlines the responsibilities of the center committee and the coordinator's role in facilitating their work.

Center Committee's Responsibility

Parent Coordinator's Role

Assists staff with program development in all component areas by relating parents' concerns about their children and explaining particular community needs, customs, values and expectations. Encourages members to serve on planning committees, matching them according to experience or interest. Gives information about planning committee's responsibilities, tasks, special vocabulary, and members. Helps parent members of planning committee to relay information between planning committee and center committee, center committee and Head Start staff, center committee and community organizations. Shares knowledge of community and its resources and of legislation and policies that affect the committee's operation. Shares knowledge of group processes and organizational and communication skills. Serves as model of leadership skills. Works with staff, if necessary, to facilitate acceptance of parents' contributions to program development.

Works closely with classroom teachers to carry out the daily activities program. Helps define classroom objectives. Helps clarify expectations between parents and staff. Helps define specific tasks to be performed by parents. Develop ways to answer parents' questions about 1) why certain activities are being conducted, 2) what to look for as observers, and 3) how to make suggestions.

Assists in recruiting and scheduling volunteers for center activities. Provides training in recruitment techniques and a list of services needed in all component areas, assists in assigning jobs, and supervision.

Plans, conducts, participates in informal and formal activities for all parents using needs assessment. Assists in developing programs to meet parents' assessed needs as described in Chapter X.

Assists in staff recruitment and screening. Assists parents or personnel committee in writing job descriptions, publicizing openings, reading resumes, interviewing and selecting new staff.

Elects representatives to policy group; sends directions, questions, requests for activity funds to policy group via representatives; also evaluates grant package. Provides necessary information before election about functions of policy group, role of center representative, and importance of regular attendance at meetings. After election, works with individual representatives to remind about meetings, help with understanding of parliamentary procedure, agendas, by-laws, budgets, and any necessary vocabulary. Helps representative prepare report to center committee, and clarifies questions and recommendations to be presented to policy board.

The coordinator assists the policy committee and policy council by assuring their compliance with the following DHEW regulations:
    • Voting membership on the policy councilor committee is limited to three years;
    • Members receive meeting allowances or reimbursements for travel, per diem, and meal and baby sitting expenses incurred because of official
       policy group meetings (records of disbursements must be kept);
    • Every corporate board operating a Head Start program has a policy committee or council as defined by HEW, and that the corporate body and
       the policy committee/council are not one and the same;
    • The policy committee or council is established (with parent and community members) as soon after the beginning of the operating year as
       possible and in accordance with DHEW guidelines;
    • The delegate or grantee agency establishes a written procedure for communication and concurrence between the agency board and the policy
       committee or council when Head Start policies and procedures are initiated or revised.

Recommendation:
    • The delegate or grantee boards have non-voting representation from the policy committee or cbuncil to assure coordination with other
       programs, and conversely, that policy committees or councils have non-voting representation from agency boards.

The coordinator is also available to the chairperson for assistance in making certain that:
    • Meetings are scheduled regularly and often enough to reach necessary decisions;
    • Members are notified by mail and phone;
    • Members attend regularly;
    • Minutes and agendas are sent out in advance;
    • Reports of the meeting are presented to the Center Committee.

In addition, the parent involvement coordinator assists parents in recruiting and orienting community representatives to the policy committee and council. Community representatives might include former Head Start parents, as well as persons from local government, business, professional organizations, educational institutions, and community groups who are interested in Head Start. Individuals are selected because of skills or contacts which will serve the Head Start program. In addition, people with experience in each of the component areas and people in other professions could be of assistance. For example, an attorney might help with legal work, interpret federal legislation, offer training in consumer law; an architect might advise on the use of center space; an auto mechanic might give classes on care repair and help maintain Head Start vehicles; a bank teller might explain checking accounts; a board member of a local social action agency might advise on community activities and needs; and former Head Start parents might offer ideas and solutions based on their experience. It is important that all people asked to be on the policy group understand the composition of the group, their role in it, and that it is a working group, requiring regular attendance

*Delegate agancy means the public or private nonprofit organization or agency to which a grantee has delegated the carrying on of all or part of its Head Start Program.

**Gramtee means the public or private nonprofit agency which has been granted assistance by ACYF to carry on a Head Start Program.

Table of Contents | Chapter Six

Head Start National Library Collection | BMCC Home

Grantee Board of Directors		Head Start Parent Policy Council 51% current Head Start parents

Delegate Agency Board of Directors		Head Start Policy Committee 51% current Head Start parents

Local Head Start Staff		Head Start Center Committee 100% current Head Start parents

Head Start Policy Council Meeting November 10, 1978 8:00 p.m. Community Center
1. Roll call 2. Reading of the minutes of the last meeting 3. Treasurer's report 4. Standing committee reports a. Budget Committee b. Publicity Committee c. Training Committee 5. Special committee reports a. Education Committee b. Committee to study food services delivery innovations	6. Reading of correspondence 7. Old business a. Report on plans for Christmas party b. Report on volunteer training 8. New business a. Request for report on use of Resource Access Project b. Proposal that parent workshop on reading readiness be planned. 9. Unfinished business

Center Committee's Responsibility	Parent Coordinator's Role
Assists staff with program development in all component areas by relating parents' concerns about their children and explaining particular community needs, customs, values and expectations.	Encourages members to serve on planning committees, matching them according to experience or interest. Gives information about planning committee's responsibilities, tasks, special vocabulary, and members. Helps parent members of planning committee to relay information between planning committee and center committee, center committee and Head Start staff, center committee and community organizations. Shares knowledge of community and its resources and of legislation and policies that affect the committee's operation. Shares knowledge of group processes and organizational and communication skills. Serves as model of leadership skills. Works with staff, if necessary, to facilitate acceptance of parents' contributions to program development.
Works closely with classroom teachers to carry out the daily activities program.	Helps define classroom objectives. Helps clarify expectations between parents and staff. Helps define specific tasks to be performed by parents. Develop ways to answer parents' questions about 1) why certain activities are being conducted, 2) what to look for as observers, and 3) how to make suggestions.
Assists in recruiting and scheduling volunteers for center activities.	Provides training in recruitment techniques and a list of services needed in all component areas, assists in assigning jobs, and supervision.
Plans, conducts, participates in informal and formal activities for all parents using needs assessment.	Assists in developing programs to meet parents' assessed needs as described in Chapter X.
Assists in staff recruitment and screening.	Assists parents or personnel committee in writing job descriptions, publicizing openings, reading resumes, interviewing and selecting new staff.
Elects representatives to policy group; sends directions, questions, requests for activity funds to policy group via representatives; also evaluates grant package.	Provides necessary information before election about functions of policy group, role of center representative, and importance of regular attendance at meetings. After election, works with individual representatives to remind about meetings, help with understanding of parliamentary procedure, agendas, by-laws, budgets, and any necessary vocabulary. Helps representative prepare report to center committee, and clarifies questions and recommendations to be presented to policy board.