Supervisor’s Manual

For the Head Start Home-Based Program Option

Supervisor’s Manual

For the Head Start Home-Based Program Option
The Home-Based Supervisor’s Manual for the Head Start Home-Based Program Option

U.S. Department of Health and Human Services

Administration for Children and Families

Administration on Children, Youth, and Families

Head Start Bureau 

Prepared for the Head Start Bureau, under contract #105-98-2055,

by the Early Head Start National Resource Center @ ZERO TO THREE
Supervisor’s Manual

For the Head Start Home-Based Program Option

Table of Contents

Introduction 2

Part 1 | Overview of the Head Start Home-Based Program Option 4

Part 2 | Supervising Home Visitors 6

Part 3 | Supporting Child and Family Development Services 17

Part 4 | Program Management and Continuous Improvement 24

Appendix A | Child Development Services During Home Visits and Socializations in the

Early Head Start Home-Based Program Option 29

Appendix B | Home-Based Supervisor Self-Assessment 38

Appendix C | Sample Home Visitor Job Description 40

Appendix D | Sample Home Visitor Applicant Interview 41

Appendix E | Sample Home Visit Crisis Protocol 42

Appendix F | Sample Home Visit Checklist 43

Appendix G | Sample Home Visitor Performance Evaluation 44

Appendix H | Participant Flow Chart 46

Appendix I | Program Self-Assessment Checklist 47
The Home-Based Supervisor’s Manual

Introduction

As a supervisor in a Head Start home-based program, you play a pivotal role in the quality of

the home visiting services your agency provides. You are a liaison between the agency and the

home visiting staff. You support, teach, and advocate, and you are a role model for your home

visitors. You attend to the needs and resources of families and how to best help them. You work

with your agency’s administrators to ensure that adequate systems are in place to support the

work of the home visitors. You plan, evaluate, and coordinate many facets of the home-based

program.

The Home-Based Supervisor’s Manual for the Head Start Home-Based Program Option was designed to

help you understand and do your job well. This manual is part of a set of materials for the Head

Start home-based program option: (1) The Program Administrator’s Checklist for the Head Start HomeBased Program Option (2) The Home-Based Supervisor’s Manual for the Head Start Home-Based Program

Option (3) The Home Visitor’s Handbook for the Head Start Home-Based Program Option; (4) A Parent’s

Guide to the Home-Based Program for the Head Start Home-Based Program Option; (5) The Beginning at

Home video for the Head Start Home-Based Program Option; and (6) The Beginning at Home Video

Guide for the Head Start Home-Based Program Option.

The Program Administrator’s Checklist for the Head Start Home-Based Program Option is a tool for

program administrators to consider how community needs and resources make the home-based

program option the best choice for their community. The Program Administrator’s Checklist provides a number of questions that program leaders should address as they plan home-based

services.

The Home-Based Supervisor’s Manual for the Head Start Home-Based Program Option provides

information, materials, and strategies to support supervisors’ work with home visitors. First, it

provides background information on the history of home visiting and the requirements of the

Head Start home-based program option. In addition, it provides tools for selecting, supervising,

and supporting home-based staff; examines how to help home visitors develop family partnerships and promote child development; discusses the importance of the supervisor’s own professional development; and addresses the supervisor’s role in program self-assessment and continuous improvement.

The Home Visitor’s Handbook for the Head Start Home-Based Program Option is a valuable

resource for supervisors to use with home visitors. This handbook explains why home visiting is

an effective strategy for families and how to determine whether home visiting is the right

option for the families in your program. A section on “frequently asked questions” addresses the

topics that often challenge home visitors. In addition, the handbook explores the relationshipbuilding process with families and what to do on a home visit; what home visitors can expect

2

Home-Based Supervisor’s Manual

Head Start Home-Based Program Option
from their supervisor; and the home visitor’s role in community partnerships. An extensive

resource section lists books, Web sites, and national home visiting programs.

A Parent’s Guide to the Home-Based Program Option for the Head Start Home-Based Program

Option is designed for home visitors to use with the families in your program. It is written for

parents to help them better understand how home visits work, what they can expect from their

home visitors, the role that parents play as the child’s first teacher, and how the home is a

learning environment. The Parent’s Guide is interactive, providing space for home visitors to personalize the information for each family and space for families to write their own thoughts

about parenting and how they support their child’s development.

The Beginning at Home video offers 5 vignettes that demonstrate different aspects of a home visitor’s relationship with a family, and how those relationships are having an impact on the children and families with whom they work. The Beginning at Home Video Guide offers viewers an

opportunity to deepen their understanding of the video content through discussion questions

and training exercises.

Although each of these publications is designed with a particular audience in mind, they work

best when used in a collaborative process. Program administrators, home-based supervisors,

home visitors, and participating families each play an equally important role in meeting the

goals of home-based Head Start services.

3

Part 1 | Introduction
Part 1 | Overview of the Head Start 

Home-Based Program Option

Home visiting programs have been a part of various American social service systems for more

than a century. Head Start recognized the utility of a home-based approach early in its own history. In 1972, only 7 years after the first Head Start summer program, a demonstration project

called Home Start was initiated at 16 sites. The positive results that emerged from the evaluation of this demonstration led to the Head Start home-based option, which was made available

to all agencies in 1973.

The inception in 1995 of the Early Head Start program, which provides Head Start services to

infants, toddlers, and expectant families, led to new questions and issues for home visitors. The

federal regulations for the Head Start home-based program option (45 CFR 1306.33) were developed before the Early Head Start initiative. Thus, Information Memorandum ACYF-IM-HS-00-22

(see Appendix A) was developed to clarify and support the existing regulations as they apply to

infants, toddlers, and their families.

In addition, changes in federal policies such as Temporary Assistance for Needy Families (TANF,

or welfare reform) changed the social context of low-income families. More low-income families

have entered the workforce, and consequently, the demand for high-quality child care has

increased. Yet, for many families, the home environment provides the ideal place to focus on

child development, parenting education, and family support. The Head Start home-based option

provides a unique opportunity to provide needed services to:

u families who do not need or want center-based child care;

u families who want and are able to use the home environment and everyday routines as the

child’s primary learning environment;

u families who are experiencing life circumstances that prevent them from participating in

more structured settings, families such as those suffering from health problems or who

require more intensive parent-child intervention; or

u families who live in rural communities where center-based services are not feasible.

Federal Regulations

The Head Start home-based option is a method of service delivery that capitalizes on the home

as the young child’s primary learning environment. Similar to other Head Start options, homebased services have a primary goal of promoting the development of children from birth to age

5 in all areas of development. Home visitors provide to children and families comprehensive

4

Home-Based Supervisor’s Manual

Head Start Home-Based Program Option
services that cover all the elements of Head Start programming. Services delivered in the home

must adhere to the revised Head Start Program Performance Standards in 45 CFR Part 1304. Staffing

and program option requirements are specified in 45 CFR Part 1306 and are clarified in ACYFIM-HS-00-22 for Early Head Start programs.

The home-based program option is one of several program options available to families in Head

Start. In addition to the home-based program option, your agency may also offer center-based

services, a combination option that includes center- and home-based services, or a locally

designed option such as family child care. Families may move from one program option to

another depending on changing family circumstances and needs. Box 1 summarizes the federal

regulations for the Head Start home-based program option.

The Program Performance Standards and program option regulations provide a framework for your

Head Start home visiting program. Within these regulations, you have the flexibility to design

your program according to the needs and resources of the families in your community. This manual will provide you with information, tools, and resources to achieve the goals of your program.

Part 1 | Overview of the Head Start Home-Based Program Option

5

Box 1 | Summary of the Federal Regulations for the Head Start Home-Based Program Option

u Each family should receive one home visit per week for a minimum of 90 minutes duration.

u Visits should be conducted in the home and cannot be replaced by medical or social service appointments.

u Programs must offer two group socialization experiences per month in a developmentally

appropriate setting.

u Staff members must reschedule and complete home visits or socializations that were

cancelled by program staff people to meet the required number of yearly home visits and

socializations.

u Home visitors should work with an average of 10–12 families, with a maximum of 12 families per home visitor.

u Home-based supervisors should supervise an average of 10–12 home visitors.

u Trained home visitors conduct the home visits, which are jointly planned by the home

visitor and the parents. Home visitors conduct the visit with the parent or primary caregiver (e.g., foster mother, custodial grandmother). Child-care providers or temporary caregivers cannot substitute for the parent during the home visit.
Part 2 | Supervising Home Visitors

This part of the manual explores (a) the roles and functions you assume as a home-based

supervisor, including hiring, training, and evaluating staff members; and (b) techniques for

supervising and supporting home visitors.

The Roles and Functions of Home-Based Supervisors

Supervision defined literally is the “ability to see in an overarching manner.” Thus, supervisors in

the Head Start home-based program option should be able to envision the “big picture” of home

visiting programs: what the children need, what the families bring to the relationship, what the

home visitors do to support families, and how your agency supports the home-based services.

Some of the roles you take on in this process include the following:

u Teacher who shares expertise about the Head Start program, child development, and home

visiting with the home-based staff.

u Support person who is a trusted authority figure, providing home visitors with an experience

of being cared about and supported in their work.

u Model who demonstrates respectful, development-promoting relationships with others that

can be emulated by the home visitor in his or her work with families and children.

u Ombudsperson who advocates for home visitors and families in the home-based option and

encourages program leaders to meet family and staff needs.

u Program planner who is an essential contributor to the design and continuous improvement

of the services offered to families and children in the home-based option.

u Accountability person who maintains the integrity of the program by holding home visitors

responsible for delivering high-quality services.

u Leader whose vision and commitment to build and maintain a high-quality home-based program are internalized by home-based staff.

In addition to these roles, you perform certain functions to ensure that the home-based program option is operating effectively as well as meeting the requirements of the Program

Performance Standards and other regulations. The functions of the Head Start home-based supervisor are many and varied. Use the supervisory checklist in Appendix B to help you assess your

capacity to fulfill the complex functions that are part of your job. Some of these functions

include staff selection; staff development; clinical expertise; program coordination, monitoring,

and assessment; and program integration.

6

Home-Based Supervisor’s Manual

Head Start Home-Based Program Option
Staff selection. An important first step for staff selection is to conceptualize a thorough and

accurate job description. To seek a qualified candidate, you must know of appropriate outlets for

recruitment, and you must have the ability to craft an interview that provides you with the

information you need to evaluate the candidate’s capacity to do the job. See Appendix C for a

sample job description and Appendix D for an interview protocol.

Staff development. An assessment of staff members’ needs provides valuable information with

respect to their knowledge base and skill level as well as their perceptions of their work and the

program. You can assess training and professional development needs through individual staff

evaluations or through a staff survey. You can develop collective and individual training plans

directly from this assessment.

Clinical expertise. You share your knowledge about child development, family support intervention, and the Program Performance Standards with staff in many ways such as through individual

staff supervision, formal and informal training experiences, and in-depth reviews of participant

families. You can also use mental health experts and other consultants to educate staff about

pertinent issues (e.g., substance abuse, family violence, or depression). In addition, you can initiate innovative intervention strategies such as the use of videotape into the work, which is invigorating for both staff and families.

Program coordination, monitoring, and assessment. As the supervisor, you are involved in

many facets of program management. You participate in programmatic and budgetary planning.

You also ensure that services are being delivered appropriately to families by monitoring documentation and by engaging in the continuous improvement process. Finally, you help make the

connection between how services are delivered to families and the outcomes that are expected

to occur, thus, helping children, families, and the program to reach their goals.

Integration of multiple levels of program. One of the most important tasks of a supervisor is

team building. You are in a pivotal position in the program to enhance communication between

staff members at different levels and to help direct-service staff understand administrative

mandates. You can also advocate for the home-based program in many ways, for example, by

seeking more financial resources to provide incentives for home visitors and to enhance their

work environment. You are in a unique position to champion the home-based option in general,

for example, by ensuring an equitable share of programmatic resources and full representation

on the policy council and other governing bodies.

Recruiting Qualified Staff

The first step in building a quality home visiting program is to select the right people to do the

job. The Program Performance Standards require home visitors to have “knowledge and experience

in child development and early childhood education; the principles of child health, safety, and

nutrition; adult learning principles; and family dynamics. They must be skilled in communicating with and motivating people. In addition, they must have knowledge of community resources

and the skills to link families with appropriate agencies and services” [45 CFR 1304.52(e)].

7

Part 2 | Supervising Home Visitors
Certainly, home visitors should possess the interpersonal skills that are necessary to discuss sensitive topics, adapt to cultural differences, and promote developmentally appropriate practices.

In addition to the home visitor qualifications required by the Program Performance Standards, you

are able to establish the specific educational, professional, and personal experiences necessary

to do the job in your community to achieve the goals of your program. For example, some agencies require the Child Development Associate (CDA)1 credential for home visitors. You should

also consider the knowledge and work experiences that would meet the needs of the families in

your program. For example, if your program works with teenage parents, the home visitors

should be knowledgeable about teen development and the dynamics operating in multigeneration families.

Use creative hiring practices to identify job applicants who are most suitable for the work.

Often, watching the candidate “in action” is a helpful way to assess the less tangible characteristics you might be seeking. For example, part of the interview process might involve having the

candidate role-play specific situations, participate in a socialization experience, or critique a

videotape of a home visit.

The staff selection process should be as thorough and thoughtful as possible. Many organizations form a hiring team or selection committee for this process. The team should consist of

individuals who are familiar with the position and the organization, and able to evaluate the

“fit” between the job and the candidate. Gather information about potential candidates both

before and during the interview. Carefully screen references, and take the time to speak with

former employers. The actual interview may take several hours and should include a variety of

formats. Do not worry if a programmatic emergency arises during the course of the interview; in

fact, a situation such as that provides an opportune time to observe how the candidate might

react in a crisis.

You can observe a candidate’s behavior and emotional response to families and children during

socializations or while taking the candidate on a tour of your facility. Watch the individual

around families and children to gain information about his or her comfort level with the families with whom you work, his or her social skills, and his or her response to unexpected experiences. Of course, the candidate is a stranger to your families. Use extreme care and maintain

confidentiality guidelines whenever you allow potential staff members to interact with families.

Parents, in their governance roles, have the opportunity to meet potential candidates before

they are hired by the program. Encourage parents to ask questions with respect to the home visitor’s approach with families so they can screen for the qualities that they believe make a quality home visitor. Assisting parents to be participants in this process also is an important parent

development intervention.

Ask potential home visitors to respond to hypothetical situations that present particularly

thorny issues (e.g., working with parents who maltreat their children or who are hostile with the

8

1 The CDA is a national credential for early care and education professionals that is administered by the Council for

Early Childhood Recognition.

Home-Based Supervisor’s Manual

Head Start Home-Based Program Option
home visitor; working with children who are autistic or who have significant behavior problems;

going into neighborhoods in which there is violence, extreme poverty, or both). By asking candidates specific questions about how they would respond in specific situations, you may gain

knowledge about their problem-solving skills, their judgments about families, and their capacity

to empathize with difficult family situations.

Often, informal discussions offer more insight into a person’s personality and perceptions than

formal interviews. When candidates feel more comfortable after the formal process is over, they

may be more open to sharing who they are and how they may interact with families. Obviously,

these questions cannot cross the boundaries of what is fair and legal to ask (e.g., questions

about age and marriage are not appropriate). Consult with your agency personnel officer to

determine the specific kinds of questions that are not permissible by law.

The home visiting staff can provide valuable insight with respect to whether a candidate would

be a good fit in a particular program. Observe how candidates interact with current staff members and respond to their queries. Current home visitors can address questions to candidates

that explore their work style, how they interface with peers, and their experience interacting

with specific types of families. All home visitors do not have to be part of the process; one or

two home visitors who are in the office that day can suffice. This strategy also enhances the professional development of the home visiting staff.

Staff Orientation and Training

After you hire your staff, one of your primary responsibilities is to provide ongoing training and

professional development. This support can occur through formal learning experiences such as

classes and workshops as well as through supervision, reviews of participant families, and

observations. The Program Performance Standards require a structured approach to staff training

and development [45 CFR 1304.52(k)(2)]. A first step in the training process is to assess staff

skills and knowledge relative to the needs of the program. At a minimum, training must include

(a) ongoing opportunities for staff members to acquire the knowledge and skills they need to

carry out the Program Performance Standards, (b) the appropriate methods for identifying and

reporting child abuse and neglect (see Appendix E), and (c) the skills to plan successful transitions to and from Early Head Start or Head Start programs [45 CFR 1304.52(k)(3)]. Box 2 lists

potential training topics for you to consider.

Observation and Evaluation

Observation is a powerful tool to assess home visitors’ work with families, to track home visitors’ development over time, and to contribute to the staff performance appraisal. In addition,

you can use observation as a training tool through which you reflect jointly with home visitors

on their strengths and weaknesses. Finally, observations can be used to examine family competencies and needs, to determine how best to handle problematic situations in the family, and to

develop strategies for intervention.

Part 2 | Supervising Home Visitors

9
Observations can be made during a live interaction between the home visitor and family, or an

interaction can be recorded on videotape and observations can be made later. When you accompany home visitors on a regular basis, you can most effectively observe and provide feedback on

the home visitors’ performance (see Appendix F for a sample home visit checklist). Videotaped

observations can be used over time to help home visitors see their progress. These tapes can

also be used as staff training tools. For example, they can be shown in a staff meeting (with the

home visitor’s and family’s permission) to illustrate how to work with a specific kind of family

or on a specific issue. Peer observation and feedback become prominent parts of the training

process.

You are required to evaluate home visiting staff members at least annually [45 CFR 1304.52(i)].

You should evaluate home visitors on their relationship with families, their ability to meet the

requirements of the Program Performance Standards, their comfort with the home visiting process,

their skills in engaging and intervening with families around specific issues, and their integration of child development principles and activities into the home visits. Each home visit should

appropriately balance the needs of participating family members. Some home visitors are challenged to incorporate child development work into the home visit in the face of family crises.

Other home visitors might focus solely on child development and neglect to assist the families

with their concrete needs or goals. Skilled home visitors learn to meet these multiple, and

sometimes competing, needs.

An example of a home visitor evaluation protocol is provided in Appendix G. Each performance

evaluation is an opportunity to assess staff training needs and long-term professional development goals. Ideally, you and the home visitor should jointly complete the evaluation so the

home visitor is actively involved in assessing his or her own strengths and challenges. Many of

your staff development experiences will focus on helping home visitors reach the appropriate

balance between child and family needs.

10

Home-Based Supervisor’s Manual

Head Start Home-Based Program Option

Box 2 | Potential Training Topics

u Home as a child development environment

u Child development 

u Observation skills

u Developmental screening and assessment

u Activities that promote development

u Parent-child interaction

u Children with disabilities

u Health and sensory issues in children

u Nutrition issues and young children

u Mental health of young children

u Mental health of adults

u Role of home visitor

u Family-centered practice

u Program management issues

u Crisis intervention

u Basic counseling skills

u Parent education techniques

u Ways to work with high-risk families

u Home visitor safety

u Home visitor self-care
Techniques for Supportive Supervision

Supervision was defined above as the capacity to

see the program and staff in an overarching manner. In this section, we address your supervisory

role as you interact directly with the home visitor.

This approach has its roots in the mental health

field, which advocates that a clear priority in the

supervisory relationship is to support the person

who works directly with program participants.

Supportive, or reflective, supervision demonstrates

the following characteristics.2

u Relationship-based. The supervisor and supervisee are engaged in a reciprocal process in

which they grow to trust each other over time;

the supervisor’s empathy for and validation of

the supervisee leads to a solid supervisory relationship.

u Reflective. Supervision is used as an opportunity to reflect on what home visitors are doing

during home visits, their reactions and feelings in relation to their work, and their challenges

and accomplishments.

u Regular. Supervision has to occur on a consistent basis; scheduling a regular meeting time is

preferable. It should be an uninterrupted time when you do not take phone calls, accept visitors, or perform other tasks.

u Collaborative. The supervisee and supervisor have mutual respect for each other and benefit

from each other’s expertise.

u Safe. You provide a supportive environment for the supervisee, respond to the home visitors

in a nonjudgmental manner, and maintain confidentiality.

Reflective supervision includes a variety of factors that distinguish it from supervision that

focuses solely on accountability. Reflection provides an opportunity to

u take time away from the immediate, intense experience of direct service;

u bring a different perspective to the home visitor’s problem or issue;

u help the home visitor tolerate the experience of ambiguity or feelings of helplessness that can

occur when you cannot provide an easy answer or when a problem has no apparent resolution;

Part 2 | Supervising Home Visitors

11

“Something that has been significantly helpful for me during this

past year is the willingness and

availability of my supervisor to

partner with me on some home

visits...it has been a powerful

learning experience for me

because my supervisor sees

what I am doing with families

firsthand and is then available

to offer very specific support and

feedback.”

—Home Visitor, Southern Oregon

Child and Family Council,

Central Point, OR

2 Fenichel, E. (Ed.). (1992). Learning through supervision and mentorship to support the development of infants, toddlers, and their

families: A source book. Washington, DC: ZERO TO THREE.
u explore the strong emotions that are elicited when working with young children and families;

u examine how the home visitor’s values, culture, upbringing, personality, and life experiences

influence his or her work with families; and

u conceptualize and question what the home visitor is observing and doing so he or she can

use this knowledge to better meet the needs of families.

Collaboration is another essential component of supportive supervision that distinguishes it

from supervision that is focused only on accountability. Collaboration involves mutuality,

respect, and open communication between the supervisor and home visitor. You should articulate clear expectations and a supervisory contract (verbal or written) to identify the responsibilities of each party. Power is shared in this process; it is mutual but not necessarily equal. This

power is manifested in joint decision making about the home visitor’s work and mutual performance assessments. Supervision is a developmental process in which the balance of power

shifts over time as the home visitor becomes more experienced.

The ideal supervisory session should integrate the principles and strategies articulated above.

The session generally lasts one hour per week and should occur weekly on the same day and at

the same time. Box 3 provides a sample format for a model supervisory session. This approach

to supervision may be challenging for you to carry out. You may face barriers such as other

responsibilities that demand your time, lack of funding, and a limited understanding on the part

of peers and administrators about what supervision entails. One way to confront these obstacles

is to help staff members on all levels see the relationship among good supervision, good practice, and ultimately better services for children and families. Your modeling of good supervisory

practice can influence others and help your program progress to a point of comfort with the

reflective supervision process.

12

Home-Based Supervisor’s Manual

Head Start Home-Based Program Option
Part 2 | Supervising Home Visitors

13

Box 3 | A Model Supervisory Session

u Prepare. Take time to get ready for the meeting. Anticipate the topics that might be on

the home visitor’s mind.

u Greet and reconnect. Set the tone for your time together by making the effort to tune into

how the home visitor is doing.

u Set the agenda. Plan together for how you will spend the supervisory time. Use openended questions and prioritize what needs to be accomplished.

u Gather information. Explore with the home visitor how he or she is approaching the

work. You might use verbal anecdotes, videotape of home visits, or exploratory questions

to view all sides of an interaction, event, or situation. You want to create an objective

assessment with the home visitor. You should listen for content (what happened), process

(how it happened), and unspoken issues (feelings or experiences that may be affecting

the home visitor or family).

u Reflect on the meaning of the issue. Notice the home visitor’s emotional response to the

issue. Explore the child’s and family’s contribution to the home visit experience. Help the

home visitor identify subjective responses and unspoken issues that might be affecting

the home visit.

u Enlighten through “teachable moments.” Look for the unplanned opportunities for professional development such as education on child development, discussion of boundary

issues, or lessons from research. Use role plays or open-ended questions to enhance

skills.

u Resolve issues raised by the home visitor. Help the home visitor formulate hypotheses

about the situation and do some joint problem solving. Focus on the particular skills the

home visitor brings to the situation. Provide information such as concrete resources or

clinical interventions. In some cases, your goal will be to create comfort with ambiguity

when no clear answer to a problem is apparent.

u Address accountability issues. Has the home visitor completed the required number of

home visits? How did the content of home visits address the families’ goals? Is the home

visitor able to attend to all the families with whom he or she is working? Is the home visitor maintaining appropriate documentation?

u Reach closure. Review the session and set a potential agenda for the next meeting.

Provide the home visitor with “homework” to enhance skills. End with a positive affirmation of the home visitor, for example, empathy in the face of a challenging home visit,

praise for a job well done, or acknowledgment of his or her commitment to the work.
The concept of “nurturing the nurturer” recognizes

two important dynamics: supporting others who

are in a nurturing role and caring for yourself when

your professional role is largely focused on the

needs of others. Being a home visitor or a homebased supervisor is intensive and challenging work.

One vitally important requirement is that you and

your staff members have the opportunity to replenish your physical and emotional energy to meet the

daily demands of the job.

For your staff members, you can create a work environment in which home visitors feel safe, validated,

embraced, supported, and cared for in a number of

concrete ways. Staff development, for example, is

important for meeting the needs of program participants, but it also gives staff members the message

that they are important to the program. You can

provide training workshops, arrange for mental

health consultation on a regular basis, and conduct

home visits with home visitors.

Another important need is to celebrate the work of home-based staff. You can acknowledge

their accomplishments in a staff meeting or on a bulletin board, or you can give out certificates

that mark progress in a certain area. Provide opportunities for peer support so home visitors can

share with and care for one another. In addition, staff mental health activities (e.g., bringing in a

massage therapist, exercise trainer, or meditation coach to work with staff members) demonstrate that you care about staff members’ development and functioning.

One of the strongest messages you can send to home visitors to affirm that they are cared about

is the expression of concern for their safety. Some of the things you can do to ensure the safety

of home visitors is to be on call when home visitors are working after hours, provide safety and

basic self-defense training to staff members, develop a relationship with the local police, devise

protocols for handling crises, create teams to conduct home visits jointly, establish clear rules

about safety practices, and provide home visitors with technological aids such as cell phones.

The concept of “nurturing the nurturer” is a particularly effective way to avoid burnout in home

visiting staff members. However, even in the most nurturing environments, staff members can

become disengaged from the work of the program. Notice the signs of stress or burnout (see Box

4) in your home visiting staff and either increase your nurturing efforts or help individual home

visitors decide how to address the issues with which they are struggling.

14

“Meeting with my own supervisor

on an ongoing basis gives me

some much needed support,

encouragement, and feedback on

my work. It provides a safe time

and space to grapple with difficult issues and questions and to

speak honestly about what is or

isn’t going well with my work.

This type of regular, intensive

supervision is what makes it

possible for all of us to continue

to do challenging work with

minimum stress and burnout,

and maximum amount of satisfaction and effectiveness.”

—Early Head Start Supervisor,

Southern Oregon Child and

Family Council, Central Point, OR

Home-Based Supervisor’s Manual

Head Start Home-Based Program Option
Performing these supervisory functions well takes its toll on even the most experienced supervisor. One of the most challenging supervisory functions, and one that is easy to neglect, is managing your own professional development. In your role of supporting and nurturing others, you

can have difficulty recognizing and taking the time to meet your own needs for support and

nurturance. However, you have a responsibility to your program, to your staff, and to yourself to

engage in experiences that enhance your capacity to be a high-quality supervisor. You must feel

supported yourself if you are to supervise home visitors in a way that enhances program quality. You need time to reflect on your work, develop your professional skills, and recuperate from

the demands of your job. You should have a repertoire of several strategies that you use to stay

energized and motivated in your work. Identifying your personal strategies and training needs is

an important step in this process. Ask yourself how often you engage in the following activities.

Then, identify additional strategies that you find helpful.

Acknowledge your need for nurturance. Remember that supervisors need support as much as

direct-service staff. Seeking assistance from others to accomplish programmatic tasks is important for you to do. In addition, you need to receive psychological support, especially from peers,

administrators, mentors, and direct-service staff. Seek out quality supervision for your self.

Reflective supervision can help you identify your challenges and resources and support you in

the many facets of your job.

Improve your supervisory skills. Just as you provide training for home visiting staff, ensure that

you receive the training you need. Box 5 identifies potential professional development topics for

supervisors. Another equally effective way to enhance your supervisory skills is to observe and

learn from your supervisory peers and mentors in the field.

Focus on time management. As a supervisor, you have a daunting set of tasks you have to complete. Managing your time well is an important gift to yourself. For example, to avoid overextending yourself, make thoughtful decisions about which meetings you need to attend and

which you do not. To help yourself structure your schedule, set aside specific time for particular

tasks (and do not change the time!). Learn to delegate smaller tasks to preserve your time for

the essential duties of your job.

Part 2 | Supervising Home Visitors

15

Box 4 | Signs of Burnout

u Emotional exhaustion

u Physical exhaustion

u Feelings of being overextended

u Loss of caring for families and children

u Decrease in level of accomplishment

u Withdrawal from social and peer groups

u Loss of hope and optimism

u Feelings of cynicism and fatalism

u Decreased sense of pleasure in work

u Feelings of incompetence
Address boundary issues. Because you are responsible for so many things and so many people,

you can easily overextend yourself. Understand that you cannot be all things to your home visitors or to your program administrators. At times, you will have to set limits on others and be

clear about what you can and cannot do. Seek assistance from other supervisory staff and

administrators when possible.

If you were promoted from home visitor to supervisor, your relationships with your colleagues

will change. There may be some challenges to work through if there was competition from your

coworkers for the job, or other issues that arise as you move into a position of authority. It is not

uncommon to feel isolated or lonely as you adjust to these changes. It is especially important to

have the support of your own supervisor or mentor during this transition.

Take time out from taking care of others. As a supervisor, much of your time is spent caring for

others—your staff, the families and children you serve, and sometimes your own family and

friends. It is essential that you maintain reasonable working hours so you have time to replenish yourself. Take time to give yourself experiences in which you feel nurtured.

16

Box 5 | Professional Development for Supervisors

u Human resource management

u Performance appraisals

u Team building

u Reflective supervision

u Self-care

u Program assessment

u Continuous improvement

u Strategic planning

u Advanced clinical intervention skills

u Adult education and development

u Observation skills

u Data management and use

u Leadership skills

Home-Based Supervisor’s Manual

Head Start Home-Based Program Option
Part 3 | Supporting Child and Family

Development Services

Head Start is a child development program in which

home visitors support families so they in turn can

create the best possible environment for their children. One of the biggest challenges facing home

visitors is balancing the needs of children and other

family members. In this section, we explore how

you can prepare and support home visitors to deliver high-quality child and family development services during home visits and socialization experiences. Child and family development experiences

are at the heart of the home visits and socializations. Observe, listen to, and reflect with your home

visitors on how children and families are developing and growing in your program. Be a source of

support and knowledge, and help your home visitors use it well.

Promoting a Comprehensive Approach 

to Child Development

Use all of the opportunities you have—supervision, observation, training—to emphasize the primary focus of Head Start—the development of the child. The following strategies ensure that

your program maintains a comprehensive child development approach.

Focus on the whole child. Help home visitors recognize how all areas of development are interrelated and influence one another, especially during the first years of life. Point out child behaviors in each domain of development during home visits and socializations. Use supervisory sessions to ask about each area of a specific child’s development. Use the screening and assessment process to examine each domain of development and how they influence one another.

Prioritize child development experiences. Home visitors have difficulty remaining focused on

child development when the family is facing crises, the parent is focused on other needs, or the

home environment is not conducive to child development activities. You can ensure that home

visitors deliver child development services by (a) brainstorming how to use home materials and

parent-child routines to promote child development, (b) exploring what child development

activities work for each family, and (c) helping home visitors to connect child development goals

with the activities they are conducting in the home.

17

“When we first interviewed for

the program there was two

ladies that come out to the house

to meet me and D., and when

they asked me what my stress

level was I broke down crying

and we talked for a good hour

about what was stressing me

out. I just think that was so

wonderful that they took the

time because that’s what I needed at that time, feeling so isolated, alone, and exhausted.”

—Mother, Children’s Therapy

Center of Pettis County, Inc.,

Sedalia, MO

Home-Based Supervisor’s Manual

Head Start Home-Based Program Option
Use the developmental screening and assessment process to individualize services. Home

visitors are required to perform or obtain developmental screenings within 45 days of a child’s

entry into the program [45 CFR 1304.20(b)]. The screening process is used only to determine

whether a child’s development is progressing as expected or whether a concern warrants further evaluation. Developmental assessment, however, is an ongoing process to observe and evaluate a child’s needs and resources throughout the child’s participation in the program.

The Program Performance Standards do not require that a particular tool or strategy be used for

screening and assessment. Rather, they emphasize an approach to screening and assessment

that is systematic, valid, and reliable. Your agency may choose to use a commercially available

tool for screening and assessment. It is imperative that you familiarize yourself with the appropriate use of these instruments and that home visitors receive adequate training in the use and

interpretation of these tools. A supervisory flow chart (see Appendix H) can help you track the

screening timeline to ensure that home visitors meet the 45-day deadline specified in the

Program Performance Standards.

Individualize curricula. Home visitors look to you for guidance related to curriculum planning.

Use the Program Performance Standards definition of curriculum to develop a comprehensive, written developmental plan for each child. Provide resources such as prepackaged curricula, books

with developmental activities, and training on the use of home materials and routines.

Emphasize the role of parents in designing and carrying out home-based developmental curricula during your supervisory sessions and in training.

Establish partnerships to serve children with disabilities. You must ensure that at least 10% of

the children enrolled in your home-based program have diagnosed disabilities (according to

your state’s definition of disabilities). Use your participant flow chart (see Appendix H) to monitor the number of children with disabilities that your program serves. Ensure that your home

visitors are adequately trained to work with children with disabilities. Establish and maintain

strong partnerships with your local early intervention providers to ensure that children with

disabilities receive appropriate intervention.

Promoting Partnerships With Families

You have an opportunity to emphasize the importance of family partnerships during supervision, observation, training, and other staff development and support sessions. Home visitors

should be well informed about the family partnership agreement process, family support services, and parent involvement activities.

The family partnership agreement process documents the partnering that occurs between families and their Head Start program. The Program Performance Standards do not require a specific

written agreement; you can devise any method of documenting this partnership between families and home visitors that reflects the needs of your program and your families. Your task is to

support this process through staff training and supervision, thus, helping home visitors to

achieve the tasks described in the following sections.

18

Home-Based Supervisor’s Manual

Head Start Home-Based Program Option
Build relationships with families. The overarching goal of the family partnership agreement is

to build relationships with families that allow home visitors to work intimately with these families toward the optimal development of their children. Help staff to be empathic with families

and to provide an experience of unconditional caring. You may have to make staff assignments

(and change assignments) based on the home visitors’ capacities to engage particular families

in a positive relationship.

Assess family strengths and needs. At times, home visitors can be so overwhelmed by the

needs of families that they have difficulty identifying the resources that families have at their

disposal. Supervision and training sessions should include exercises in which home visitors are

asked to identify family strengths and discuss how family members can use their strengths to

accomplish goals. An important message for you to express to staff is that they are to help families assess their own strengths and needs.

Incorporate family goals. Home visitors must help parents and other caregivers with the essential task to articulate the goals they have for themselves and their children. Supervision and

training should highlight listening to the “family’s voice” and reflecting their articulated goals in

the family partnership agreement. The family’s developmental goals for their children also

should be included and reflected in the curriculum.

Link family needs with services. The family partnership agreement should connect family

needs with the specific services that address those needs. Home visitors should have access to

supervision and resources that help them identify services that families need.

Link services with desired outcomes. Teach home visitors to think explicitly about the type and

intensity of service that would allow them to reach the outcomes they are attempting to

achieve. Use supervision sessions to review ongoing assessments of family progress and

whether services are configured in ways that allow families to achieve their goals.

Establish partnerships with community service providers. Head Start is able to provide comprehensive services to families through strong community collaboration. The informal relationships you develop with specific community providers often provide the foundation for formal,

collaborative agreements. Keep an up-to-date list of community service providers available for

home visitors, and encourage home visitors to develop respectful, professional relationships

with the service providers with whom they regularly interact.

Family Support Services

The services that home visitors provide in accordance with the family partnership agreement

are many and varied. Help home visitors achieve the appropriate balance between child-centered and parent-centered services. The services should be linked to the family partnership

agreement as well as to the desired outcomes of the family and the program.

Part 3 | Supporting Child and Family Development Services

19
Each home visitor brings different knowledge and skills in the area of family support services.

You should ensure that each staff person has a basic knowledge of family entitlements (e.g.,

income assistance, child care, medical assistance), and what families must do (e.g., obtain work

mandates) to receive this kind of assistance. Include basic family support strategies during preservice and in-service training for home visitors, and review these in supervision. Provide staff

with constant feedback and support to attain skills such as the following:

u Basic communication (e.g., active listening)

u Ability to empathize with adults

u Family engagement

u Problem solving

u Crisis management

u Observation

u Ability to recognize signs and symptoms of mental health difficulties

u Family-centered practice (e.g., focusing on family strengths)

Parent Involvement

Parent involvement is a cornerstone of the Head

Start program. Home visitors work as collaborative

partners with parents. For example, through a parent advisory committee, through efforts by individual parents, or both, parents help select the general

curriculum for the program and the individual curricular experiences for their children. Parents are

expected to commit to carrying out their individual

curricula throughout the week by recreating and

building on the child development experiences that

are offered during home visits. Head Start parents

also have a pivotal role in program governance.

Equip home visitors with the knowledge and skills they need to ensure parent representation on

the program’s policy council, advisory committees, and parent committees. As you and your

staff plan activities and special events for program participants, invite parents to participate in

the planning process or to volunteer to coordinate activities such as field trips or cultural experiences.

An important component of parent involvement in Head Start focuses on engaging fathers. You

can provide leadership in this area (a) by encouraging each staff person to reach out to the

fathers or father figures in their work and (b) by monitoring their involvement of fathers in

home visits. You might hire a male home visitor to staff your fatherhood initiatives, or you

might develop an assessment tool to evaluate the needs of fathers in the program.

Group Socialization

Group socialization services provide children in the home-based program option with an array

of experiences that promote development in a group setting. The purpose and goals of the

socialization experiences vary depending on the age and the developmental level of the child.

20

“The goals for children are to be

able to fall in love with their

fathers, to really see their dads

as one of those sacred teachers

in their lives... and that dad

then becomes a role model for

other dads.”

—Director of Fatherhood Project,

Family Star, Denver, Colo.

Home-Based Supervisor’s Manual

Head Start Home-Based Program Option
(See the Home Visitor’s Handbook for a more thorough discussion of the purpose and process for

socialization experiences.)

Conducting a socialization group requires home visitors to use a different set of skills than the

ones they use in home visiting. First, they are delivering information and carrying out activities

in the context of a group as opposed to an individual family’s home. Home visitors should have

group management skills and knowledge about classroom activities. You may need to provide

home visitors with resources and training to ensure their ability to carry out high-quality, developmentally appropriate socialization experiences.

Staff training should focus on delivering (a) developmental services to varied age groups, (b) parent-child interactional activities, and (c) group process skills. Your supervisory sessions should

address the content and process of socializations as well as home visits. Ensure that home visitors have regular planning time to thoughtfully choose activities and materials as well as to

consider how the socializations are connected to individual goals for children and parents. Use

ongoing assessment and continuous improvement processes to ensure that the socialization

experiences are meeting the needs of families and the goals of the program.

In addition to staff development and support, you should ensure that staff members have adequate resources to conduct socializations. You might need to advocate for increased funding for

the socializations or for the allocation of additional staff resources to ensure high-quality experiences. Other resources that would enhance the delivery of socialization services include the

following:

u A facility that can be used on a regular basis at flexible times and that is safe and hygienic,

warm and inviting, as well as conducive to group play and learning experiences for young

children and their parents.

u Staff members who have the skills to manage groups and conduct group-based developmental activities, staff members to support individual children and parents during the group

process, and staff members to provide child care for siblings of participant children.

u Staff members who can have a flexible schedule so the socializations can occur at optimal

times for families.

u Materials for multiple age groups that are easily accessible, user friendly for parents and children alike, and reflective of the cultures of participant families.

u Meals or snacks that are developmentally appropriate, nutritious, and consistent with the

culture of participant families.

u Transportation for families who otherwise could not attend.

Part 3 | Supporting Child and Family Development Services

21
Systems That Support Child and Family Development Services

In addition to providing staff training and supervision to enhance the quality of the program’s

home-based services, you should be aware of the management systems that provide a solid

foundation for your home-based services. The following systems are identified in the Program

Review Instrument for Systems Monitoring (PRISM) and provide a framework for developing

effective systems for your home-based services.

Program governance. Train and support the policy and parent councils to incorporate current

theory and research with respect to delivering home-based child and family development services into their deliberations about program planning, staff hiring, and budget development. Form

a parent committee to select child development curricula, to articulate family needs, and to plan

relevant developmental activities.

Planning. Articulate a program philosophy and structure about delivering child and family services to which staff and others involved with the program have ready access. Conduct an annual

strategic planning session or retreat to integrate delivering high-quality child and family development services throughout the entire program process.

Communication. Establish informal and formal communication strategies that highlight child

and family development, for example, reviewing the program philosophy at staff meetings, putting special notices about service changes on a staff bulletin board, including an issue relevant

to child and family service delivery at each policy council meeting, creating and distributing a

programmatic newsletter for parents and staff that includes a regular section on quality services to families and children and a special section on family accomplishments.

Record keeping and reporting. Use a participant flow chart (See Appendix H ) to note which

child and family development experiences have occurred with each participant. Review narrative and referral records monthly to ensure that the child and family development services that

are indicated by the family partnership process are provided.

Ongoing monitoring. Review the Program Performance Standards in supervision and staff development activities (e.g., assist staff members to brainstorm about ways to meet a particular standard). Set aside time on a regular basis to review staff records and to observe staff in interaction

with families and children to ensure that the program is proceeding in accordance with the

Program Performance Standards and other best practices for delivering quality child and family

development services.

Self-assessment. Conduct continuous improvement activities (see Part 4 of this manual) that

are relevant to child and family development and that include staff and parents. Incorporate a

self-assessment reflection period in monthly staff meetings.

Human resources. Hire staff members who have a knowledge base and professional experiences in young child development or, at least, have an openness and a capacity to learn this

22

Home-Based Supervisor’s Manual

Head Start Home-Based Program Option
information. Use consultants, external training opportunities, Web sites, and other resources to

provide staff members with state-of-the-art information on child and family development.

Materials. Maintain a resource notebook and a file of child development curricula, activities, and

experiences. Build a large repository of toys, books, utensils, manipulatives, interactive objects,

and other stimulating materials that are developmentally and culturally appropriate.

Equipment. Ensure that equipment used for socializations (e.g., furniture for family-style eating;

developmentally appropriate toileting; modes of transportation that meet state and Head Start

standards; safe, durable, and challenging play equipment) is designed to support child and family development. Provide home visitors with equipment that makes their work more efficient and

worry free (e.g., cell phones) so they can concentrate on supporting the development of children

and families.

Facilities. Ensure that the facilities used for socializations can support child and family development. Consider whether the space is comfortable for both children and adults and whether it is

conducive to parent-child activities and peer group interaction. Provide space that is comfortable and nurturing to your home visitors so they can do their best to comfort and nurture families.

23

Part 3 | Supporting Child and Family Development Services
Part 4 | Program Management 

and Continuous Improvement 

Your role as a home-based supervisor includes responsibilities in (a) program management,

including family recruitment and retention and (b) activities to promote the program’s continuous improvement, including program self-assessment.

Program Management

You are responsible for managing the number of families and their progress in the home-based

option (often referred to as “case management”3

). This process is complex; you need to know

and understand the depth and breadth of the Program Performance Standards and be responsive to

community, program, and family needs.

Eligibility, Enrollment, and Number of Families Served

Families must meet federal eligibility guidelines such as those involving family income, and

they must meet specific eligibility criteria established by program administrators and governing

bodies. Additionally, 10% of enrolled children must be diagnosed with a disability.

Before a family is enrolled in the home-based option, the program personnel should determine

whether family needs and circumstances are appropriate for this option. Parents (or the child’s

legal guardian) must be available to participate in the frequency and duration of home visits and

socializations, and they must be committed to reinforcing the child development goals during

the time between home visits. Home visitors should be encouraged to continually assess the

appropriateness of the home-based option for participant families as their needs change over

time. (The Home Visitor’s Handbook provides a list of questions to help home visitors determine

whether the home-based option is right for a particular family. Similarly, the Program

Administrator’s Checklist provides a list of questions for program leaders to consider as they evaluate community needs and resources.)

Know how many families with whom your program has committed to work, and be aware of

your program’s ratio of enrolled children to the number of available openings. Recruitment and

retention strategies should be ongoing to maintain a consistent ratio. You can maintain a flow

chart that lists all participants with their opening and potential closing dates to help you anticipate when to step up recruitment efforts (see example in Appendix H).

Family Recruitment and Retention

All staff members should be involved in strategies to recruit and retain families. The intimate

relationship that home visitors have with families is fertile ground for understanding family

needs and how to keep participants involved in the home-based program.

24

3 We recognize that many service providers are uncomfortable with this terminology and have elected not to use the

term case management or to otherwise refer to families as “cases.”

Home-Based Supervisor’s Manual

Head Start Home-Based Program Option
The following strategies will support your efforts to recruit and retain families:

u Assign each home visitor a liaison role to a particular agency or community entity for

recruitment.

u Offer family and community social events as a way of recruiting families.

u Make staff assignments according to the characteristics with which each home visitor seems

to work best.

u Generate with home visitors various customized strategies to help specific families stay

involved.

u Emphasize during supervision the importance of the home visitor’s relationship with the

family.

u Encourage staff to regularly assess whether the program is meeting family expectations and

needs.

u Conduct “exit interviews” with families who leave the program to find out why they stopped

participating.

u Maintain continuity for families by having the same staff person responsible for recruitment,

enrollment, and intervention whenever possible.

Home Visitor Assignments

The process you use to decide which home visitor to send to which family influences many

aspects of your program: home visitor job satisfaction and staff retention, effective family partnerships, the type and quantity of program services, and the overall quality of your program.

Clearly, the number of families with whom each home visitor already works is important to consider, but less tangible issues are equally important. These more complex issues are described in

the following sections.

Staff characteristics. Home visitors bring different abilities, experiences, and preferences to their

work, and these characteristics should be matched well with the characteristics and circumstances of particular participating families. Consider staff preferences whenever possible. For

example, staff members who have strong negative reactions to specific risk factors (such as substance abuse) or personality characteristics (such as parents who demonstrate anger and hostility) are less likely to be the most effective home visitor for these families. Look for the strengths

that each home visitor brings, and try to match those strengths with each family.

Types of family needs. A family with multiple health needs may require a home visitor who has

some medical knowledge. Similarly, a family with a history of maltreatment may need a home

Part 4 | Program Management and Continuous Improvement

25
visitor who has experience with the child welfare system. In addition, families may prefer home

visitors from the same cultural background, especially families whose native language is other

than English.

Intensity of family needs. Ideally, home visitors should have a balance of work involving families needing intensive intervention and those whose needs are less demanding. You risk burning

out your staff if you repeatedly assign the same people to families with the most challenging

needs. You and your staff might choose to develop a written symbol to indicate on your participant flow chart the families who need the most intensive intervention so you can monitor how

many of these families you have assigned to each home visitor. Another useful strategy to support home visitors who are providing services to families with intense needs is to use college

students (e.g., students majoring in education, social work, psychology, child development) and

support staff (e.g., parent aides, teacher aides) to partner with the home visitors and assume

some of their tasks.

Logistics. Travel time, transportation requirements, and the health conditions of home visitors

are considerations. For example, you would want to avoid sending a home visitor with asthma

into a home where family members regularly smoke. Consider which home visitors are available

for families who need visits at night or on weekends and establish a clear policy for how you

make these assignments.

Documentation

Home visitors must keep up-to-date records of their work with families to track child and family

progress, to demonstrate how services meet the Program Performance Standards, and to monitor

the quality of program services. Home visitors need adequate time, work space, and guidance to

do this documentation well. Home visitors should understand that, if they do not provide adequate documentation, then the program will have no evidence of the important work they do

and may experience negative consequences.

As you review home visitors’ files, look for documentation of weekly child development experiences, timelines for developmental screening and assessments, developmental interventions,

parent involvement, and significant family events and changes. You can also address documentation in staff supervision sessions and training. Use records to assist staff to make links

between goals and services, to plan for subsequent developmental experiences for children and

families, to distinguish between objective behaviors that are observed and subjective perceptions, and to work on continuous program improvement. Help home visitors develop time-saving tools to complete documentation, including using a home visit activity sheet as the documentation for that home visit, creating an outline for home visit reports, and providing technological aids such as a word processor, laptop computer, or dictating machine.

26

Home-Based Supervisor’s Manual

Head Start Home-Based Program Option
Continuous Improvement

The pursuit of quality is constant for you and your staff. Continuous program improvement

involves program self-assessment and monitoring [45 CFR 1304.51(i)(1)] and how you use the

results of those processes to improve program services.

Program Self-Assessment

A formal self-assessment of the program is required on an annual basis. This process helps you

determine how effective your program has been in carrying out federal regulations and meeting

your program objectives. Accurate documentation of the work of the home visitors provides

much of the data that are used to understand the effects of your home-based program. (See

Appendix I for a comprehensive program self-assessment checklist.) Engage staff in this process

by helping them see the connections among thorough documentation, program self-assessment, and demonstrated quality of services. You can make the process more meaningful by

linking the results of the program self-assessment to individual staff development plans.

Help your program administrators to understand how home-based programs offer different

services and lead to outcomes that are different from center-based programs. For example,

home-based programs offer the opportunity for more intensive services in the area of parentchild interaction. Assessing program effectiveness in this area requires moving beyond typical

developmental screening and assessment methods that look only at the child’s progress. You

should also use techniques that can demonstrate the changes in the relationships between children and their parents. Questions to ask during this process include the following:

u How well does our home-based program fulfill the mandates of the Program Performance

Standards?

u Does a home-based program model meet the needs of the community?

u How is this home-based program positively affecting children’s development?

u Does this home-based program enhance parents’ capacities to promote their children’s

development?

u What are the services that seem most effective for children and families?

Linking Program Goals, Services, and Outcomes

An essential component of the continuous improvement process is the linking of program goals,

the services you deliver, and the outcomes of your program self-assessment. The process is

cyclical: Your goals determine the services you offer, the services influence the outcomes, and

the outcome findings should inform service delivery. Box 6 provides a potential format, or “logic

model,” for understanding the link between goals, services, and outcomes.

Part 4 | Program Management and Continuous Improvement

27
In Summary

Supervising a Head Start home-based program is complex, challenging, and immensely rewarding. The many roles you play give you a unique perspective from which to understand family

needs, support home visitors, and work with program leaders to design the highest quality services. The way that you support and encourage home visitors is a model for how you want home

visitors to support and encourage families. You provide the best model of support when you are

aware of your own strengths and challenges and when you are able to seek and receive the support you need to do your job well. Thoughtful observation and self-awareness are your greatest

tools for becoming an effective leader; these skills are also the greatest gift you can give to those

whom you supervise.

28

Box 6 | Linking Goals, Services, and Outcomes

Goal Objective Focus Service Measure Outcome

Enhance child 

development

Improve child 

language 

functioning

Child and

parent

Child development

activity in the home:

labeling objects in

infant picture book

with parent and child

McArthur

Communication

Scales (parent

report)

Child has

larger

vocabulary

Enhance child

development

Improve child

language functioning

Parent Educate parent about

the importance of

labeling objects in the

home for the child

McArthur

Communication

Scales

Child has

larger

vocabulary

Home-Based Supervisor’s Manual

Head Start Home-Based Program Option
Appendix A | Attachment for Information Memorandum ACYF-IM-HS-00-22 

Child Development Services During Home Visits and Socializations 

in the Early Head Start Home-Based Program Option

The needs of the children and families enrolled in the Early Head Start program, as identified in

the Community Assessment, drive the selection of the program option(s). Regulation 45 CFR Part

1305 requires that each Early Head Start and Head Start grantee and delegate agency conduct a

Community Assessment within its service area once every three years and update it annually.

Programs choosing to operate the home-based program option are bound by the regulations

contained in 45 CFR 1306.33. The home-based program option is designed for families whose

children and parents are primarily in their home environment. Early Head Start grantees should

consider other program options for families with substantial child care needs.

Service Delivery Model of the Home-Based Program Option

The Head Start and Early Head Start home-based program option supports children and their

families through home visits and group socialization experiences. Early Head Start home visits

provide comprehensive services to support and strengthen the relationships between infants,

toddlers and their parents. The strength and quality of these relationships are essential for optimal child development outcomes during this period of rapid social, emotional, physical, and

cognitive development. Parents are encouraged and supported to later recreate and build on the

activities that are introduced during the home visit.

Group socializations are another opportunity to strengthen and support relationships by providing parents with opportunities to: obtain feedback from EHS staff and other parents or community-based professionals about their child’s interests, strengths, needs and resources; observe

their children responding to other children and adults; and share and learn from others about

the challenges and joys of parenting.

Home visits are planned collaboratively with the parents (or the child’s legal guardian) to support the parents in their roles as primary caregivers of the child and to facilitate the child’s optimal development. The Family Partnership Agreement must include the specific roles of parents

during group socializations and home visits [45 CFR 1304.40(a)(2)]. Home visits are conducted

with the child’s parents or the child’s legal guardians [45 CFR 1306.33(b)]. Furthermore, visits

should be conducted in the child’s home except in extraordinary circumstances when a shortterm alternative arrangement may be necessary, for example, if the safety of the child or parent

is in jeopardy or the family becomes homeless [45 CFR 1304.40(i)(4)]. Socializations are also conducted with parents or the child’s legal guardian and may not be conducted with child care

providers and other substitute caregivers [45 CFR 1306.33(c)].

29

Home-Based Supervisor’s Manual

Head Start Home-Based Program Option
Frequency and Duration of Home Visits and Socializations

The frequency and duration of home visits and group socializations specified in the Head Start

Program Performance Standards are required to deliver the intensity of intervention that is necessary for positive child development outcomes. The regulations require home visits of 90 minutes duration to occur on a weekly basis year-round. It is recognized that programs may schedule fewer than 52 home visits per year, due to situations such as staff vacations and program

training activities. Similarly, home visits with families with newborns may be initiated with a

reduced frequency and duration to respect the family’s need for rest and the adjustment to new

routines. Following this transitional period, families should receive weekly home visits. Such

flexible programming is necessary and appropriate to respond to the unique needs of families

and in order to develop respectful relationships with them.

In addition, programs are required to offer families two socializations per month, or for Early

Head Start programs operating year-round, 24 socializations per year. The socializations are to

be conducted on a regular basis, approximately every other week. However, programs may elect

to offer more frequent group socializations for a period of time, and then not offer them for a

few weeks, such as during severe weather periods. In another example, very young infants and

their parents should not be expected to attend socializations. The length of each socialization

experience should be based on the developmental level of the child, the content of the socialization experience, and other child and family needs.

The federal regulations in 45 CFR 1306.33 specifying minimuns of 32 home visits and 16 socialization experiences per year are based on a part-year Head Start preschool program. Because

Early Head Start is a 12 month program, the yearly number of home visits and socializations

would increase accordingly.

Home Visitor Caseload

The Head Start Program Performance Standards specify an average caseload of 10 to 12 families

per home visitor with a maximum of 12 families for any individual home visitor [45 CFR

1306.33(a)(5)]. Programs should determine caseload depending on the complexity and intensity

of family needs, travel distances, and to ensure adequate planning time. The regulation requires

the caseload to average at least 10 families. Within this average a program may wish to assign an

individual home visitor a caseload of less than ten. This might occur when serving multiple children in one family, or when the quality of Early Head Start services could be compromised if the

home visitor lacks sufficient time to adequately meet families’ needs. For example, home visitors may need to provide additional support to families experiencing multiple or sustained

stressors, such as maternal depression, violence in the home, health complications, or other

family crises. Home visitors working in rural communities where families live great distances

from each other, or in communities where medical, dental, and social services are difficult to

access, might need additional time to fully meet each family’s needs.

30

Home-Based Supervisor’s Manual

Head Start Home-Based Program Option
Child Development Services During Home Visits

The Content of the Home Visit: Curriculum Planning

The child development and education approach for infants and toddlers [45 CFR 1304.21(b)(1)(i–

iii)] is based on the development of secure relationships; an understanding of the child’s family

and culture; the development of trust and security; and the opportunity to explore sensory and

motor experiences with support from Early Head Start staff and family members. The Early

Head Start curriculum is the vehicle through which child development and education is delivered. The curriculum, defined in 45 CFR 1304.3(a)(5), is a program’s written plan that includes: 1)

the goals for children’s development and learning; 2) the experiences through which they will

achieve these goals; 3) what staff and parents do to help children achieve these goals; and 4) the

materials needed to support the implementation of the curriculum.

Parents play an integral role in the development of the program’s curriculum [45 CFR

1304.40(e)(1)]. At the program level, parents are offered opportunities to participate in committees that develop or evaluate the program’s curriculum. At the individual level, their active participation involves sharing knowledge about their particular child’s interests, resources, and

needs; choosing meaningful goals and experiences for their family; and determining if the curriculum is effectively meeting their child’s needs. The Policy Council plays an equally important

role by ensuring that the program’s philosophy and long and short term goals and objectives are

reflected in the curriculum [45 CFR 1304.50(d)(iii–iv)].

Curriculum Goals

Goals for children’s development and learning are established in partnership with parents and

based on the child’s ongoing developmental assessment. The Head Start Program Performance

Standards in 45 CFR1304.21 identify the developmental domains that curriculum goals should

support, including social and emotional, language, cognitive, and motor skills. While these areas

of development are often defined as distinct skills, it is important to understand that each area

of development is connected to and affects every other. Thus, it is how these skills are integrated and work together that promotes important developmental outcomes for children, including

the ability to form close, trusting relationships; curiosity and the motivation to learn; intentionality; problem solving; self-regulation; and the capacity to communicate.

Home visitors work closely with parents to ensure that goals and experiences are congruent

with the family’s culture; build on children’s interests and abilities; promote curiosity and positive views about themselves and about learning; and use responsive interactions as the primary

vehicle for learning.

Curriculum Experiences

The greatest opportunity for learning during the infant and toddler period is through daily experiences such as feeding, diapering or toileting, greetings or good-bye’s, bathing, dressing, and

play. All these experiences are new to infants and it is through their sensory systems—seeing,

hearing, feeling, tasting, touching - that they experience the world. In addition, these routines

Appendix A | Attachment for Information Memorandum ACYF-IM-HS-00-22 

Child Development Services During Home Visits and Socializations 

31
occur many times throughout the day, therefore each home visit presents numerous opportunities to support the parent’s ability to facilitate rich learning experiences in the home and

enhance the pleasure that both the parent and child take in the relationship that they are building. For example, if the child is experimenting with making different sounds and the parents’

goal is to encourage language skills, the home visitor can help identify ways to promote reciprocal communication between the parent and child during everyday routines such as meal times,

when bathing, or by sharing books.

Each home visit should focus on the parent as the child’s most important relationship and first

teacher, and through the parent, focus on the needs of the child. Child development experiences, which focus on the relationship and interaction between the parent and child, should

occur during each home visit. There are times when a parent is so distracted by personal needs

that it is difficult to establish the focus on the child. It is important at these times to ensure that

the parent gets the support he or she needs so that he or she can then be available to meet their

child’s needs. A home visitor in this circumstance might guide the focus back to the child by

first listening to the parent’s concerns, identifying resources, and then helping the parents

understand how the family circumstances affect the child. The home visitor should ensure that

the child development goals of the Early Head Start program are being addressed at the same

time that the needs of the parents are supported.

Roles of Home Visitors and Parents: Ongoing Assessment and Individualized Services

Home visitors and parents work collaboratively to develop meaningful curriculum experiences.

Parents and home visitors exchange information based on observations of the child and the

ongoing infant-toddler assessments conducted by the home visitor and other Early Head Start

staff with the parents. Home visitors follow the parents’ lead in establishing goals for their

infants or toddlers and support parents as they engage in sensitive and responsive interactions.

Home visitors also provide education and guidance and empower parents to advocate on behalf

of their young children.

Parents provide specific information on their child’s routines, interests, skills, and the family’s

practices, and cultural traditions. Parents also provide information on the range of pleasurable

experiences or challenging interactions with their infants and toddlers. For example, a parent

can describe how her baby or toddler falls asleep, calms when upset, and reacts to sights,

sounds, new situations or people.

Home visitors support parents’ understanding that everyday routines provide the context for

learning and development. They emphasize how these experiences provide rich opportunities

for infants and toddlers to practice newly learned and emerging skills in naturally occurring

events within the family. Home visitors also help parents understand how their support and

enjoyment of their infants’ and toddlers’ exploration and learning promote curiosity, initiative,

self-esteem and continued exploration.

32

Home-Based Supervisor’s Manual

Head Start Home-Based Program Option
Home visitors provide information on developmental stages and experiences that support the

acquisition of skills such as self-regulation, problem solving and the capacity to use language

for expression of feelings and ideas. Home visitors also provide information on how to observe

and individualize experiences for infants based on temperament, learning style, and interests.

At each new developmental stage, home visitors can support parents through the new routines,

relationships and lifestyle changes that a baby brings into a home, as well as understand and

manage the impact on siblings.

Based on assessment, and parents’ questions, concerns or priorities, home visitors can provide

information on the ways that parents can enhance their infants’ ability to look, listen and selfsoothe. For example, a home visitor might explain to a parent of an infant how self-soothing, an

early self-regulatory skill, facilitates meaningful interaction with others and allows the infant to

actively take in information about their world. Alternatively, for an older toddler, the home visitor might discuss the opportunity to build language skills during everyday routines and provide

a variety of songs, rhymes and fingerplays for parents to use while dressing, bathing, or eating.

Home visitors consult with disability specialists and early intervention providers to identify how

infants’ and toddlers’ Individual and Family Service Plan (IFSP) objectives can be implemented

within daily routines. Home visitors also receive guidance on the use of assistive technology,

augmentative communication, and adapted toys to promote infants’ active participation in family routines and play with peers.

Materials

Home visitors should have a repertoire of parent education materials that are reflective of the

range of adult learning styles of parents, and take into account language, education, and cultural differences. Parent education resources should be utilized in an individualized manner with

parents and build on parents’ competencies. Programs should possess a variety of different parenting education materials with different purposes: some provide parent-child activities to support developmental capacities while others are designed to enhance parent observations and

interactions with their child. Home visitors should carefully select materials that best meet program goals and family priorities. Further, home visitors should be sensitive to cultural values

and differences when choosing parenting education resources, play materials, and activities. It

is critical to the development of the child that parents are supported as the child’s primary and

first teacher.

Child Development Services During Socializations

Purpose of Socializations

Early Head Start programs operating a Home Based Program Option provide two socializations

per month (approximately 24 per year) for infants, toddlers and their parents. Socialization

experiences for infant and toddlers are designed differently then socializations for preschoolers.

The purpose of socialization experiences for infants and toddlers is to support child development by strengthening the parent-child relationship. The content of the group experience

Appendix A | Attachment for Information Memorandum ACYF-IM-HS-00-22 

Child Development Services During Home Visits and Socializations 

33
reflects this emphasis and incorporates the goals of the program and participating families such

as: helping parents to better understand child development; encouraging parents to share their

parenting challenges and joys with one another; providing activities for parents and children to

enjoy together; offering structured and unstructured learning opportunities for both children

and parents; and modeling successful strategies for engaging children and supporting their

development.

Linking Socialization Experiences to the Home Visits

The socialization experiences support the goals established during the home visits. The Family

Partnership Agreement must include the specific roles of parents in socializations and home

visits [45 CFR 1304.40(a)(2)]. This provides a mechanism for connecting the home visits with the

socialization experiences so that they build on family goals and are meaningful to the participants.

For example, if several families are working on creating a safe home environment for infants

learning to walk, a socialization experience might be organized around a discussion of safety

precautions and the challenges of baby-proofing their home. Such a discussion might include

specific strategies for eliminating hazards as well as exploring ways to create safe environments

that promote parent-infant relationships and the infant’s physical, cognitive, social and emotional development. During the same socialization, the parents would learn how other parents

are meeting the challenges of safely supporting infant exploration. The group might walk to a

nearby playground to demonstrate and discuss outdoor safety as well. The home visitor would

utilize group facilitation skills to create a trusting atmosphere; support successful strategies or

model alternative strategies for redirecting children’s behavior; build on each child’s individual

strengths; and emphasize ways to support the child’s emerging developmental skills while creating a safe environment to explore.

Curriculum Planning for Socialization Experiences

The federal regulations in 45 CFR 1304. 21(b) which define the child development and education

approach for infants and toddlers are applicable to Early Head Start services delivered through

the socialization component of the Home-Based Program Option. Thus, these group experiences

are designed to facilitate the development of emotional security through trusting relationships

with a limited number of consistent and familiar people. Socialization experiences provide

home-based Early Head Start staff the unique opportunity to focus on the parent-child relationship and interaction in the context of the group setting.

Socialization experiences for infants and toddlers support child development by focusing on

relationships and are planned to support parents’ interaction with their children. All activities

should be appropriate for the ages and developmental level of the children present, and take

into consideration adult needs and learning styles. Programs should consider the different

developmental needs of young infants, mobile infants, and toddlers when planning socialization

experiences. For example, young infants may tire easily and only tolerate group experiences of a

short duration, while toddlers might enjoy a longer or more active group experience. For this

34

Home-Based Supervisor’s Manual

Head Start Home-Based Program Option
reason, Early Head Start grantees may consider forming socialization groups based on the developmental level of the children: young infants, mobile infants, and toddlers. Mixed age groups

can be appropriate for families with multiple children under three years of age or other family

circumstances. Both models support the parent-child relationship when the experiences are

planned to meet the developmental needs of the children in Early Head Start. Programs might

consider separate accommodations for older siblings of the children enrolled in Early Head Start

so that the parent is fully available to focus on the infant or toddler during the socialization

experience.

Early Head Start staff should consider how the developmental functioning of infants affects

their participation in the group experience. Socializations provide opportunities for infants to

observe and interact with adults and with each other. From the beginning of life infants are

aware of others and will participate in the give and take of socializations. The way infants interact with each other will evolve over time. Very young infants might indicate their joy at seeing a

familiar face with a full body wriggle and a smile. A three-month-old infant might interact with

other infants through eye contact, vocalization and observation. Six-month-olds can imitate the

coos and squeals of their playmates. At nine months of age two infants might each press buttons on the same pop-up toy and laugh in delight over the other’s accomplishment. At two

years a toddler might vigorously affirm a toy is “mine” and learn better how to take turns

through the guidance of parents and the home visitor.

To support the relationship-building focus of socializations, parents and infants are together

during socialization experiences. If a socialization includes an activity that is parent-focused,

such as a facilitated discussion, parents can participate with their infants nearby. As infants

become more mobile and independent, there may be times when children and parents separate

for short periods.

One of the benefits of the socialization experiences is the parenting education that occurs in

many forms: through informal conversations between staff and parents as they interact with

their children; during facilitated discussions on a particular topic related to the socialization

experience; and by observing other parents and staff interact with children. Formal or more

structured parenting education where the focus is exclusively on the adult should occur during

times other than socialization experiences since the socialization experience is designed for

parent-child interaction.

Similarly, socialization experiences may include outings or meals, but in the context of the

socializations these should be small-group experiences and build on the goals of the socialization. Large-group family meals and activities should occur at times other then the socialization

gathering. All socialization experiences are planned to address child development issues, parenting, and the parent-child relationship.

Grantees ensure that they are able to provide appropriate snacks and meals to each child during

group socialization activities [45 CFR 1304.23(b)(2)]. The type and nature of the meal or snack is

35

Appendix A | Attachment for Information Memorandum ACYF-IM-HS-00-22 

Child Development Services During Home Visits and Socializations 
determined by the content and context of the particular socialization, as well as the developmental level of the child. Programs ensure that there is appropriate infant formula and baby

foods available for infants. Socializations provide an excellent opportunity to address nutrition

and healthful eating habits and promote child development through activities such as menu

planning, discussion, and the preparing and sharing of snacks or meals.

Staffing for Socializations

The home visitor’s relationship with the family is the primary avenue through which Early Head

Start services are delivered in the Home Based Program Option. Thus, home visitors play a central role in the socialization experiences. Home visitor caseloads should be set at a level that

allows them the time necessary to fully participate in the planning and implementation of

socializations.

Early Head Start staff with the responsibility for planning and implementing socialization experiences should have expertise in infant and toddler development as well as facilitating groups of

parents and children together. Early Head Start grantees might consider a designated staff position, working collaboratively with home visitors, for planning and implementing socialization

experiences.

Group Size of Socializations

Early Head Start grantees determine the number of participants in group socialization experiences to support the goal of facilitating child development by strengthening the parent-child

relationship. To meet this goal, group sizes should be limited. Large groups of infants and adults

do not provide the intimacy or intensity of interaction that facilitates trust, predictability, and

responsive caregiving. Smaller groups allow children, families, and staff greater opportunities

for individual attention and meaningful interaction.

Environments for Socializations

Early Head Start grantees select the setting for socialization experiences with attention to the

features that support a high quality environment for infant and toddler exploration and interaction with family members. Early Head Start grantees should identify a designated space for

socialization experiences. This space need not be used solely for socializations. A designated

space provides the participants with a stable and predictable setting and takes into consideration appropriate health and safety requirements such as facilities for toileting and hand washing, refrigeration, and heat. Programs must also ensure that children with disabilities can fully

participate by making any necessary adaptations to the setting and materials to allow for active

engagement with others and full participation in activities.

The environment should meet the needs of both children and adults. For example, adults

should have comfortable places to sit that facilitate interaction with their children. Young

infants need soft places to sit or lie down, and nursing mothers should have comfortable

accommodations for breastfeeding. Mobile infants need safe places to crawl and surfaces to pull

up on, while toddlers require adequate space to run and climb.

36

Home-Based Supervisor’s Manual

Head Start Home-Based Program Option
Transition Planning From Prenatal Services 

to the Home-Based Program Option

The regulations governing the home-based program option in 45 CFR 1306 refer to services for

children and do not apply to services to pregnant women. Regulations governing services for

pregnant women enrolled in the EHS program are found in 45 CFR 1304.40(c). However, EHS

grantees may choose to provide services to pregnant women through home visits. In this case,

the length and frequency of the home visits are based on the family’s needs and goals. Similarly,

programs may wish to, but are not required to provide socialization experiences for pregnant

women.

Some Early Head Start grantees providing services to pregnant women will be transitioning the

family into the Home-based Program Option following the birth of the baby. In this case, programs are urged to consider how the transition into the home-based program option can best

meet family needs. For example, it may be preferable to have a gradual transition into the

socialization experience, beginning before the birth of the baby. Pregnant women would have

the opportunity to interact with other women at the same stage of pregnancy, learn from mothers who have recently delivered, and become familiar with the socialization environment and

routines. Women with newborns may want to meet with smaller, less frequent groups, in a less

structured environment, such as another woman’s home.

Conclusion

The home-based program option is designed for families whose children and parents are primarily in the home environment and offers comprehensive Early Head Start services through regular home visits and group socializaton experiences. It is the relationship with the home visitor

that forms the foundation for effective service delivery. Similarly, it is the relationship between

the parent and infant or toddler that provides the foundation from which very young children

develop the social competence necessary for success later in school and in life. Comprehensive,

high-quality home visitation services strengthen and support families so that they, in turn, can

provide the best possible support for their child.

Source: U. S. Department of Health and Human Services. (2000). Child Development Services During Home Visits and

Socializations in the Early Head Start Home-Based Program Option. Washington, DC: Head Start Bureau.

Appendix A | Attachment for Information Memorandum ACYF-IM-HS-00-22 

Child Development Services During Home Visits and Socializations 

37
Appendix B | Home-Based Supervisor 

Self-Assessment

Please assess yourself in each area by using the following categories:

A = achieved; E = emerging accomplishment; N = needs more work

_____ 1. I provide consistent, reflective supervision to the home-based staff in my program.

_____ 2. I have been able to create a team of home visiting staff members, who support one

another to deliver high-quality, home-based services.

_____ 3. I identify the ongoing training needs of my staff members and carry out training

activities that fill the gaps in their knowledge.

_____ 4. I share my expertise with staff members and am able to educate them in the context

of supervision and meetings about important issues.

_____ 5. I use observation as a tool to know the skill and knowledge levels of my staff, to gain

insight into the functioning of participant children and families, and to enhance the

competencies of my staff.

_____ 6. I have an extensive knowledge of the Head Start Program Performance Standards.

_____ 7. I provide an objective, thorough evaluation of each home visitor that is linked to a

professional development plan.

_____ 8. I use program data (e.g., child development tracking, service use, participant opening

and closing dates, participant characteristics) to assist me in making continuous

improvements to the home-based program.

_____ 9. I regularly check home visitors’ documentation for completeness and clarity as well

as to ascertain information about their work and the functioning of families.

_____ 10. I constantly exhibit an ability to have respectful interactions with participant families

and home visitors, regardless of cultural or socioeconomic background or other factors.

_____ 11. I model appropriate clinical skills, including good communication, empathy, and specific intervention techniques.

_____ 12. I have a solid knowledge base with respect to child development and seek to expand

this knowledge base at every opportunity.

38

Home-Based Supervisor’s Manual

Head Start Home-Based Program Option
_____ 13. I emphasize accountability (e.g., documentation, confidentiality, program fidelity) in a

manner that focuses on program enhancement and home visitor professional development.

_____ 14. I have identified appropriate consultants for the program (e.g., mental health,

research, data tracking) and use them to enhance the program.

_____ 15. I advocate for the home-based option within the larger agency, especially with respect

to resources, staff development, and identity issues.

_____ 16. I engage the staff in periodic reflection and planning efforts to improve the program

and better meet the needs of participants.

_____ 17. I engage the staff in ongoing assessment of the community we serve, especially with

respect to cultural, social institutional (e.g., TANF), and other issues.

_____ 18. I work to develop and care for myself so I can offer high-quality supervision and support to the home-based staff.

39

Appendix B | Home-Based Supervisor Self-Assessment
Appendix C | Sample Home Visitor 

Job Description

Home Visitor

Duties and Responsibilities

1. Conduct weekly 90-minute home visits to young children and their families.

2. Carry out “curriculum” for child development in the context of the home and during group

“socialization” experiences.

3. Facilitate group “socialization” experiences and other family group activities.

4. Provide education and support services to families.

5. Conduct screening and ongoing assessment of young children’s development.

6. Collaborate with families to establish family development goals, and document this collaborative process in family partnership agreements.

7. Promote parental involvement in curriculum planning, program governance, and the overall

Head Start program.

8. Monitor and educate parents with respect to children’s health status, including medical follow-up, physical health, dental health, mental health, and nutritional intake.

9. Provide management, crisis intervention, and resource referral services.

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

11. Transport family when appropriate to and from community resources or other activities.

12. Complete documentation of home visits, socialization experiences, and other relevant

activities.

13. Maintain confidentiality of family records and information.

14. Participate fully in supervision and training experiences.

15. Perform other duties as assigned.

Qualifications

1. Bachelors or Associates degree in child development, education, social sciences or related

field.

2. At least 2 years’ experience working with children and families in a human service setting.

3. Capacity to problem solve, handle crises, and work with families and children of various

cultures from low-income backgrounds.

4. Approach to working with families that is empathic, nonjudgmental, respectful, and professional.

5. Willingness to work primarily in the homes of families residing in high-risk communities.

6. Flexibility with respect to time and days able to work as well as to work tasks.

7. Active driver’s license.

40

Home-Based Supervisor’s Manual

Head Start Home-Based Program Option
Appendix D | Sample Home Visitor

Applicant Interview

NOTE: This interview should be only one of several strategies used to assess applicants. Other

strategies include (a) allowing the applicant time to interact with current home-based staff and

consider their feedback, (b) observing the applicant interacting with participant families (e.g.,

during family activity), and (c) presenting a typical scenario and asking the applicant to describe

how he or she would approach it.

1. What qualities do you have that would allow you to work effectively with families in the

context of their homes?

2. What job or life experiences have you had that are relevant for this work?

3. What are potential advantages or disadvantages of working with families in the home?

4. What concerns do you have about working with families and children in their homes?

5. How would you involve the parent and other family members in the activities of the home 

visit?

6. How would you handle a crisis that occurred during the context of a home visit (e.g., violence between family members)?

7. How would you handle a crisis that emerged for the family (e.g., being evicted from their

home)?

8. What would you do if a parent were clearly intoxicated during the home visit?

9. How would you keep the focus on the child’s development even in circumstances of family

crises and high needs?

10. How would you help a parent understand the implications of delayed development for his

or her children if you suspected that possibility from your screening and assessment?

11. What would you do if a parent did not let you in the door for the home visit?

12. How would you respond to a parent who was openly hostile toward you (e.g., called you a

bad name, yelled at you, etc.)?

13. What would you do if a parent stated that you could do the home visits only on Sunday

afternoons? at night?

14. How would you handle negative feelings that you might have toward the families with

whom you work or that you might have related to your work in general?

15. What do you do when you feel fatigued, overwhelmed, or out of control?

Home-Based Supervisor’s Manual

Head Start Home-Based Program Option

41
Appendix E | Sample Home Visit 

Crisis Protocol

We are required by law to report the suspicion of child abuse or neglect. Our agency has a protocol to follow in these situations so you have clear guidelines in how to proceed.

The following list describes signs of maltreatment that you may observe. Recognize that any one

of these signs can have occurred for many reasons and does not automatically indicate that

child abuse is present. If you have concerns about a child, please discuss them with your supervisor immediately.

Signs

u Unexplained bruises, welts, burns, fractures

u Unkempt or malnourished appearance

u Loss of appetite or voracious appetite

u Disturbed sleep patterns

u Sexually transmitted diseases

u Discoloration or irritation of the genital area

u Repeated urinary tract infections

u Abrupt changes in behavior (e.g., clinging, aggression, anxiety)

u Fear of a certain place or person

u Distractibility or dissociation

u Discomfort with physical contact

u Sad or fearful behavior

u Molestation of other children

u Insecure attachment with parent

What to Do

u Immediately call an available supervisor and discuss your observations with him or her.

u If appropriate (e.g., will not place you in danger) and with the support of your supervisor, talk

to the parent about what you have observed and attempt to get an explanation from him or

her.

u Document your observations and discussion with the parent.

u With your supervisor’s permission and support, call Child Protective Services (CPS) and make

the report. In some cases, you may be able to make the call with the family present.

u Offer to work with CPS to address the issue with the family.

u With your supervisor present, disclose to the family that you have made the CPS referral.

u Collaborate with the family, if possible and if they are willing, around the goals they may

have to address the child maltreatment.

u Incorporate intervention strategies to address the maltreatment in your work with the family.

42

Home-Based Supervisor’s Manual

Head Start Home-Based Program Option
Appendix F | Sample Home Visit Checklist

(To be completed by the supervisor when observing a home visitor during a home visit)

■ Family greeted in warm, positive manner

■ Comfort in family’s home demonstrated

■ Parent (or parents) included in all activities and planning

■ Parents’ sense of competence positively reinforced

■ Child development goal of session articulated

■ Parent-child interaction activity conducted

■ Parent-child relationship observed and supported

■ Child’s developmental skills observed, assessed, and screened

■ Child development curriculum carried out

■ Child’s developmental needs (see following list) discussed and addressed

■ nutrition ■ physical health ■ dental health

■ motor skills ■ cognitive skills ■ mental health

■ language/literacy ■ social skills ■ disabilities

■ Developmental information and guidance provided

■ Review of last session and “homework” activities done

■ Plans discussed for next session and “homework” activities to be completed

■ Family partnership agreement reviewed or revised

■ Parents’ personal growth needs (see following list) addressed (referrals made)

■ education ■ employment ■ physical health

■ self-esteem ■ parenting skills ■ mental health

■ Session closed with review, goal setting, and positive affirmation of parent’s efforts

43

Home-Based Supervisor’s Manual

Head Start Home-Based Program Option
Appendix G | Sample Home Visitor

Performance Evaluation

NOTE: This appraisal should be conducted on a semi-annual basis and should be tied to the

home visitor’s individual professional development plan. The data for this appraisal should be

obtained from multiple sources, including ongoing observation of the home visitor’s work

with families and children across settings, review of participant records, feedback from program participants, interaction during supervision and training, and perceptions of the home

visitor her- or himself. Ideally, you and the home visitor should jointly complete the evaluation so the home visitor is actively involved in assessing his or her own strengths and challenges

Please assess the home visitor in the delineated areas, using the following categories:

A = achieved; E = emerging skill; N = needs improvement

_____ 1. Home visitor exhibits empathy and caring toward families and children with whom

he or she works.

_____ 2. Home visitor displays solid knowledge of child development.

_____ 3. Home visitor is familiar with and consults the Head Start Program Performance

Standards.

_____ 4. Home visitor engages and intervenes with families with effective interpersonal skills.

_____ 5. During each home visit, home visitor conducts child development activity that is

jointly planned with the parents as well as linked to the developmental level of the

child and to parental goals for the child.

_____ 6. Home visitor conducts child development screenings and ongoing assessments in a

timely, accurate, and family-friendly manner.

_____ 7. Home visitor incorporates educational experiences and activities in the home visits

relevant to child physical health, dental health, mental health, and nutrition on at

least a monthly basis.

_____ 8. Home visitor has developed partnership with family and collaborates with them on

setting goals.

_____ 9. Home visitor promotes positive parental identity and parental self-sufficiency.

44

Home-Based Supervisor’s Manual

Head Start Home-Based Program Option
_____ 10. Home visitor fosters parental involvement in specific aspects of Head Start program.

_____ 11. Home visitor is resourceful in identifying community services and linking families to

these services.

_____ 12. Home visitor recognizes signs of mental health problems and other personal difficulties in parents.

_____ 13. Home visitor endeavors to complete weekly 90-minute home visits with each family.

_____ 14. Home visitor plans and carries out biweekly socialization experiences for participant

families.

_____ 15. Home visitor documents home visits and other activities with families in a timely,

cogent, and thorough manner.

_____ 16. Home visitor uses supervision appropriately.

_____ 17. Home visitor participates fully in training experiences.

_____ 18. Home visitor demonstrates ability to set limits, maintain professional boundaries, and

care for her- or himself.

Home visitor comments:

Supervisor comments:

Professional development goals:

Resources needed:

45

Appendix G | Sample Home Visitor Performance Evaluation
Appendix H | Participant Flow Chart

46

Home-Based Supervisor’s Manual

Head Start Home-Based Program Option

This chart can be used to track services to children and families. Enter the date of completed e

valuations, screening and

assessment activities, and the type of services that were addressed during home visits.

Name

Month

Date of Medical De

velopment Ongoing Child De

velopment Content Area Closing

Enrollment Exam Screening Assessment Activity Addressed* Date

Johnson 10/3/01 not yet done not yet done 10/15 10/15, 10/22, 10/29 1, 2, 4, 7, 8

*Content Areas:

1. child de

velopment 6. mental health

2. parent-child relationship 7.

nutrition

3. physical health/medical 8. parent in

volvement

4. physical health/dental 9. community resources

5. safety 10. family goal setting and support
Appendix I | Program Self-Assessment

Checklist

To In

Do Process Done Promoting Children’s Development

Getting to Know Children

■ ■ ■ u Establish system for completing initial developmental screenings

(within 45 days of entry).

■ ■ ■ u Establish system for conducting ongoing child assessments and

observations.

Meeting Needs of Individual Children

■ ■ ■ u Establish system for completing individualized, written plan for

each child (i.e., curriculum).

■ ■ ■ u Identify strategies to address child’s gross and fine motor, cognitive, social, and language development during home visits and

socializations.

■ ■ ■ u Conduct parent-child interactional activities that address the

development of children and parents.

■ ■ ■ u Devise techniques for promoting developmentally stimulating

home environments (e.g., making toys, lending or giving toys and

books).

■ ■ ■ u Establish system for ensuring that child development activities

stem from family partnership agreement goals and individualized plan for the child.

■ ■ ■ u Ensure that child development activities are culturally and linguistically appropriate.

■ ■ ■ u Establish system for children’s transition to Early Head Start,

Head Start, and community child-care programs.

Securing Needed Resources

■ ■ ■ u Review and select tools that reflect program philosophy (e.g.,

home visiting and child development curricula, screening and

assessment tools, and parent-child activity resources).

■ ■ ■ u Secure materials to enhance home visits (e.g., toy and gamemaking materials, toys, games, and books).

47

Home-Based Supervisor’s Manual

Head Start Home-Based Program Option
Pertinent Performance Standards

u Screening—1304.20(b)(1)

u Assessment and observation—1304.21(c)(2)

u Written plan/curriculum—1304.3(a)(5)

u Individualization—1304.20(f)

u Family partnership agreement-1304.40(a)(2)

u Areas of development—1304.21(a)(3)-(5) and 1304.21(b)(1)-(3)

u Transition—1304.41(c)(1)

u Program philosophy—1304.21(a)(1)(i)

u Home-based materials—1304.21(a)(6)

u Cultural and linguistic appropriateness—1304.21(a)(1)(i)

Addressing Children’s and Families’

Health and Disabilities

Identifying Needs of Children and Families

■ ■ ■ u Establish system for determining child’s health status (within 90

days of entry).

■ ■ ■ u Develop strategies to track and monitor child’s physical, dental,

mental health, and nutrition needs (at least monthly).

■ ■ ■ u Develop system for monitoring or referring families for physical

and mental health concerns.

Meeting Needs of Children and Families

■ ■ ■ u Establish system for ensuring quality health care through early

intervention services with community-based providers.

■ ■ ■ u Develop strategies to address mental health concerns during visits and socializations.

■ ■ ■ u Develop strategies to ensure good nutritional practices in the

home.

■ ■ ■ u Ensure that program and home environments promote children’s

health and safety.

■ ■ ■ u Incorporate services for children with disabilities into home visits and socializations.

■ ■ ■ u Establish protocol for reporting and addressing child abuse and

neglect.

48

Home-Based Supervisor’s Manual

Head Start Home-Based Program Option

To In

Do Process Done
To In

Do Process Done

Meeting Needs of Pregnant Women

■ ■ ■ u Establish protocol for addressing health needs of pregnant

women.

■ ■ ■ u Develop strategies for addressing special exercise and nutritional

needs of pregnant women.

■ ■ ■ u Devise techniques for discouraging alcohol, tobacco, and drug

use during pregnancy.

Pertinent Performance Standards

u Tracking health—1304.20(a)(1)(ii)(c)

u Determining health status—1304.20(a)(1)(i)

u Health and safety—1304.22

u Disabilities—1308 and 1304.21(a)(1)(ii)

u Nutrition—1304.23

u Mental health—1304.24

u System for referrals—1304.40(b)(1)

u Partnering with community health agencies—1304.41(a)(2)(i)-(iii)

u Child abuse and neglect—1304.22(a)(5)

u Pregnant women’s health services—1304.40(c)(1)(i)-(iii)

Working With Families as Partners

Recruiting and Retaining Families

■ ■ ■ u Determine and maintain eligibility criteria for program (e.g., families of children with special needs have priority).

■ ■ ■ u Establish a recruitment system that includes a variety of outreach strategies (e.g., getting referrals from community organizations that serve families and marketing in the community).

■ ■ ■ u Develop strategies that focus on recruiting and retaining male

family members.

49

Appendix I | Program Self-Assessment Checklist
To In

Do Process Done

Getting to Know Families

■ ■ ■ u Establish system for conducting initial assessment of family.

■ ■ ■ u Gather background information from families to be entered into

the Head Start Family Information System (HSFIS) or other management information system.

Building Partnerships With Families

■ ■ ■ u Devise strategies for parent involvement in all child-related

activities and services (e.g., health, development).

■ ■ ■ u Monitor and support relationship-building focus between parents and staff in which families are respected and interacted

with as legitimate partners.

■ ■ ■ u Design and use a family partnership agreement that is updated

as necessary.

■ ■ ■ u Establish system for incorporating other partnership tools in

family partnership agreement (e.g., Individualized Family Service

Plan [IFSP] or Individualized Education Plan [IEP]).

■ ■ ■ u Develop strategies to address interests and needs of male family

members.

■ ■ ■ u Create parent handbook that tells parents what they can expect

from a home-based program and how they can work with program staff to support their children.

■ ■ ■ u Fund, plan, and carry out family outings and cultural activities.

■ ■ ■ u Establish system of parental volunteerism in program.

Addressing Needs of Pregnant Women

■ ■ ■ u Develop strategies that focus on recruiting and retaining pregnant women.

■ ■ ■ u Provide access to health care.

■ ■ ■ u Offer a variety of educational experiences (e.g., curriculum, linkages with prenatal classes) for pregnant women related to fetal

development, labor and delivery, self-care, and the process to

build a relationship with the unborn child.

50

Home-Based Supervisor’s Manual

Head Start Home-Based Program Option
To In

Do Process Done

Involving Families as Partners in Your Program

■ ■ ■ u Create an environment in which program staff listen to and

learn about children from families.

■ ■ ■ u Include parents as decision makers in governing and advisory

bodies.

■ ■ ■ u Offer a wide range of opportunities for families to be involved in

decision making around curricula and selection of other service

delivery protocols.

Pertinent Performance Standards

u Eligibility—1305.4

u Recruitment—1305.5

u Parent education—1304.40(e)(3)

u Parent involvement in child activities—1304.40(e)(f)(g)(h)(i)

u Flexibility in program options—1306.31(a)(c)

u Services for pregnant women—1304.40(c)(1)

u Family partnerships—1304.40(a)(2)

u Collaborative partnership building—1304.40(a)(1)

u Community partnerships/resources—1304.40(b)(1)

u Parent advisory committees/governing bodies—1304.40(a)(b)

Supporting Staff in Their Work

With Children and Families

Selecting Staff

■ ■ ■ u Calculate number of staff needed to serve families within homebased option.

■ ■ ■ u Determine salaries for home-based staff, considering retention

and quality issues.

■ ■ ■ u Develop personnel policies that reflect home-based issues (e.g.,

flexibility and car insurance).

■ ■ ■ u Decide on requisite home visitor and supervisor education and

credentials, experience and background, and skills and qualities.

■ ■ ■ u Recruit and select staff members who reflect the culture and

speak language (or languages) of families.

Appendix I | Program Self-Assessment Checklist

51
To In

Do Process Done

Determining How Families Are Assigned to Home Visitors

to Promote Staff’s Responsiveness to Families

■ ■ ■ u Determine the mix of families assigned to a home visitor based

on specific factors, including the needs of families and expertise

of the home visitor.

■ ■ ■ u Determine the optimal number of families with whom the home

visitor works based on specific factors, including how much time

the home visitor spends traveling to families’ homes and intensity of families’ needs.

■ ■ ■ u Determine the optimal number of home visitors you supervise

based on needs of home visitors and the families they serve.

Offering Ongoing Support to Home-Based Staff (including

home visitors and supervisors)

■ ■ ■ u Provide private spaces for home-based staff to meet with families, make referral phone calls, and have supervision.

■ ■ ■ u Establish individualized and group staff training and development plan focused on home-based work.

■ ■ ■ u Devise strategies for reporting on home visit contacts.

■ ■ ■ u Establish system for providing regular meetings to discuss family

needs.

■ ■ ■ u Establish system for full review of each participant family at

least monthly.

■ ■ ■ u Create system for ongoing formal and informal mental health

consultation.

■ ■ ■ u Set up weekly nurturing activities for home visitors and supervisors (e.g., hold a “kudos” session to celebrate the accomplishments of home visitors, offer the opportunity for self-care activities such as massage, bring in someone to talk about stress management).

■ ■ ■ u Make available supports that are required by home-based staff

(e.g., transportation, safety aids such as cell phones, and mileage

reimbursement).

52

Home-Based Supervisor’s Manual

Head Start Home-Based Program Option
To In

Do Process Done

Offering Ongoing Reflective Assessment and Supervision of

Home Visitors’ and Supervisors’ Practice

■ ■ ■ u Create system for making ongoing observations of each home

visitor in families’ homes and of each supervisor during supervisory sessions.

■ ■ ■ u Make use of video equipment to observe and reflect on parentchild interactions, home visits, and supervisory sessions.

■ ■ ■ u Incorporate semi-annual evaluations of each home visitor and

supervisor.

■ ■ ■ u Establish system for providing continuous and consistent reflective supervision (e.g., weekly).

Pertinent Performance Standards

u Number of families assigned to each home visitor—1306.33(a)(5)

u Staff qualifications (general)—1304.52(b)(1-2) and 1306.21

u Cultural/ethnic background of staff—1304.52(b)(4)

u Hire staff (specific qualifications)—1304.52(d)

u Hire director (specific qualifications)—1304.52(c)

u Home visitor qualifications—1304.52(e)

u Infant/toddler staff qualifications—1304.52(f)

u Preschool staff qualifications—1304.52(g)

u Personnel policies and procedures—1304.52(h)

u Performance review/staff training needs—1304.52(i)

u Wellness information to staff—1304.52(j)(3)

u Training and staff development—1304.52(k)(1-3)

u Reporting contacts with families—1304.51(c)(1-2)

53

Appendix I | Program Self-Assessment Checklist
To In

Do Process Done Group Socializations

Staffing Issues

■ ■ ■ u Hire staff members with backgrounds in child development, parent education, and working with groups.

■ ■ ■ u Ensure staff members have sufficient time to plan and carry out

socializations.

■ ■ ■ u Have enough staff to ensure that older siblings of young children

are engaged in age-appropriate activities, thus allowing a parent

to focus on the younger child.

Meeting the Needs of Children and Families

■ ■ ■ u Create a tone that will enhance the experience of children, families, and staff members (e.g., a welcoming environment where

pictures of families and children are mounted, positive adultadult and adult-child interaction is modeled, sufficient materials

are available, etc.).

■ ■ ■ u Ensure that group sizes and ratios of socializations are consistent with Head Start Program Performance Standards for centerbased settings.

■ ■ ■ u Design and carry out activities to strengthen parent-child relationships and to link to the experience and goals of a family’s

home visits.

■ ■ ■ u Support parent-to-parent sharing through group interaction.

■ ■ ■ u Provide developmentally appropriate play and other experiences

based on age of children, being aware, for example, that an experience for a group of families with infants will be very different

than that for families with preschoolers.

■ ■ ■ u Integrate culturally and linguistically appropriate activities into

the group meetings.

■ ■ ■ u Choose and carry out a curriculum that addresses all areas of

child development and reflects the approach of Head Start

Program Performance Standards.

■ ■ ■ u Provide a snack or meal that is nutritionally and developmentally appropriate.

■ ■ ■ u Conduct a health-related activity as part of the socialization

experience (e.g., brushing teeth after eating a meal; washing

hands before eating).

■ ■ ■ u Establish a system for transporting families to socialization.

54

Home-Based Supervisor’s Manual

Head Start Home-Based Program Option
To In

Do Process Done

Providing Ongoing Reflective Assessment of Socializations

■ ■ ■ u Tailor goals and outcomes based on developmental level of child

as well as family strengths and needs.

■ ■ ■ u Create a record-keeping system to track goals and outcomes.

■ ■ ■ u Create an ongoing assessment process that includes input from

staff, families, and community partners and that informs planning process.

■ ■ ■ u Allow time to plan and carry out refinements that are based on

input pertaining to the quality of the socialization experience.

Securing an Appropriate Facility

■ ■ ■ u Ensure that the facility meets health and safety standards (e.g.,

is a licensed facility).

■ ■ ■ u Secure a facility with flexible space that can be used for sleeping,

eating, playing, and adult interaction.

Securing Equipment and Materials

■ ■ ■ u Have available feeding equipment (e.g., high chairs, child-sized

tables and chairs).

■ ■ ■ u Have available sleeping equipment (e.g., cribs, cots, mats, and

blankets).

■ ■ ■ u Have appropriate toileting and hand-washing facilities.

■ ■ ■ u Have available materials for play and other developmental activities.

Pertinent Performance Standards

u Staff qualifications—1306.21

u Program staffing patterns—1306.20

u Staffing ratios/group size (3-5)—1306.32

u Staffing ratios/group size (0-3)—1304.52(g)(4)

u Curriculum—1304.3(a)(5)

u Child development services—1304.21(a)(1)(i)

u Child assessment—1304.21(c)(2)

u Effective record keeping system—1304.51(g)

u Program self-assessment—1304.51(i)(1)

u Health and safety in facility—1304.53(a)(6)-(10)

55

Appendix I | Program Self-Assessment Checklist
Pertinent Performance Standards (continued)

u Identifiable, functional space—1304.53(a)(3)

u Sleeping materials—1304.22(e)(7) and 1304.53(b)(3)

u Materials for activities—1304.53(b)(1)

u Toileting and handwashing—1304.53(a)(10)(xiv)-(xv)

u Nutritional meal—1304.23(b)(2)

u Dental hygiene practice—1304.23(b)(3)

Community Assessment and 

Building Community Partnerships

Conducting an Overall Community Profile/Assessment

■ ■ ■ u Determine need for home-based services in the community.

■ ■ ■ u Identify specific communities to be served.

■ ■ ■ u Select target population.

■ ■ ■ u Determine number of potential participants available for services

within the home-based option.

Building Community Partnerships

■ ■ ■ u Identify and contact community partners.

■ ■ ■ u Conduct meetings to develop shared vision with community

partners.

■ ■ ■ u Establish memoranda of understanding between community

partners.

■ ■ ■ u Recruit and support community members to serve on advisory

groups.

■ ■ ■ u Develop referral system for supplementary services for children

and families.

■ ■ ■ u Identify programs to be used for children’s transition out of Head

Start.

56

Home-Based Supervisor’s Manual

Head Start Home-Based Program Option
Pertinent Performance Standards

u Community strengths/needs—1305.3

u Assessing community resources—1304.40(b)(1)

u Advisory committees—1304.41(b)

u Collaborative relationships with organizations—1304.41(a)(2)

u Elementary school transition—1304.41(a)(2)(vii)

u Child-care transition—1304.41(a)(2)(viii)

u Document work with community partners—1304.41(a)(1)

Promoting Continuous Improvement

and Research

Selecting Evaluation Design Consistent With 

Home Visiting Research

■ ■ ■ u Review current home visiting evaluation research.

■ ■ ■ u Select measures and determine assessment strategies to be used

in home visit research.

■ ■ ■ u Delineate home visit program goals and outcomes.

■ ■ ■ u Identify an evaluator with home visit program evaluation experience.

■ ■ ■ u Create mechanism for staff participation in research.

Collecting Data

■ ■ ■ u Determine the when, who, and how of outcome data collection.

■ ■ ■ u Create a user-friendly management information system that

supports data collection.

■ ■ ■ u Create streamlined documentation system that meets Head Start

requirements and, at the same time, is manageable for homebased staff.

■ ■ ■ u Gather data on how services are being carried out (e.g., number

of home visits being conducted, number of families retained and

served, integrity of curriculum during home visits).

57

Appendix I | Program Self-Assessment Checklist

To In

Do Process Done
To In

Do Process Done

Using Data to Inform Program Quality

■ ■ ■ u Establish system to reflect on evaluation findings to inform program quality.

Pertinent Performance Standards (and other regulations)

u Record keeping—1304.51(g)

u Program self-assessment/monitoring—1304.51(i)

u 1998 Head Start Reauthorization Act addresses child outcomes

and other program evaluation issues.

58

Home-Based Supervisor’s Manual

Head Start Home-Based Program Option