APPENDIX B
IMPLEMENTATION RATING SCALES
EARLY HEAD START NATIONAL EVALUATION
EARLY CHILDHOOD DEVELOPMENT AND HEALTH SERVICES
IMPLEMENTATION RATING SCALEa
FALL 1997
| Dimension |
1 |
2 |
3 |
4 |
5 |
| Frequency of child development
services |
Little or no evidence that families receive child
development and parent education services on a regular basis (at least
monthly). |
Some families receive child development services and
parent education on a regular basis. |
Most families receive child development services and
parent education at least monthly. |
Almost all families receive child development services
at least two times per month and parent education services at least
monthly. |
Almost all families receive child development services
at least three times per month and parent education services at least
monthly. |
| Developmental assessments |
Little or no evidence that the program conducts or
arranges for development assessments for children. |
Program staff conduct or arrange for developmental
assessments for some children. |
Program staff conduct or arrange for periodic developmental
assessment for most children. When a disability is suspected, program
staff refer the family to a Part C provider. |
Program staff conduct or arrange for periodic developmental
assessments for almost all children. When a disability is suspected,
staff refer the family to a Part C provider and work closely with
the provider to coordinate services for the family. |
Program staff conduct or arrange for periodic developmental
assessments for almost all children. When a disability is suspected,
staff refer the family to a Part C provider and work closely with
the provider to coordinate services that the family receives and to
develop joint service plans when appropriate. |
| Health services |
Little or no evidence that the program assists families
in accessing child health, dental, and mental health services and
tracks well-child visits, immunizations, and treatment plans. |
Program staff help some families access child health,
dental, and mental health services. |
Program staff ensure that all families have a medical
home and have access to health, dental, and mental health services. |
Program staff ensure that all families have a medical
home and have access to health, dental, and mental health services.
The program follows up to ensure that children receive needed services
and immunizations. |
Program staff ensure that all families have a medical
home and have access to health, dental, and mental health services.
The program follows up to ensure that children receive needed services
and systematically tracks well-child visits, immunizations, and treatment
plans for any identified conditions or illnesses. |
| Child care |
Little or no evidence that the program assists families
who need child care in making child care arrangements. |
The program provides some assistance to families that
need child care by providing some child care directly, providing referrals
to child care providers, and/or helping families apply for child care
subsidies. |
The program assists most families that need child
care by providing child care directly, providing referrals to child
care providers, and/or helping families find child care and apply
for child care subsidies. When the program refers families to other
child care providers, staff monitor the quality of care provided. |
The program assists all families that need child care
by providing child care directly, providing referrals to child care
providers, and/or helping families find child care and apply for subsidies.
Program staff assess the quality of child care before making referrals
and monitor quality regularly to ensure that all children receive
quality child care that meets HS performance standards. |
The program assists all families that need child care
by providing child care directly, providing referrals to child care
providers, and/or helping families find child care and apply for subsidies.
Program staff assess the quality of child care before making referrals
and monitor quality regularly to ensure that all children receive
quality child care that meets HS performance standards. If necessary,
the program provides child care providers with the training and support
they need to improve the quality of care that EHS children receive. |
| Parent involvement in child
development services |
|
|
|
Program staff involve parents in planning and providing
child development services. |
Parents work as partners with program staff to plan
and deliver child development services. |
| Individualization of services |
|
|
|
Child development services are individualized according
to the unique circumstances, background, and developmental progress
of each child and family. |
Child development services are individualized according
to the unique circumstances, background, and developmental progress
of each child and family and are provided in a linguistically and
culturally appropriate manner. |
| Group socializations |
|
|
|
The program holds regular group socialization activities
for families participating in home-based services. |
The program holds regular group socialization activities
for families participating in home-based services, and at least half
of families participate regularly. |
| aThe Early Childhood Development and Health Services
Implementation Rate Scale was updated in 1999 to incorporate clarifications
in program guidance from the Head Start Bureau between the fall 1997
and fall 1999 site visits. Although most items in the scale did not
change, in a few instances the changes raised the “bar”
for achieving full implementation. The revised scale will be presented
in the forthcoming Pathways to Quality report.(back) |
EARLY HEAD START NATIONAL EVALUATION
FAMILY PARTNERSHIPS IMPLEMENTATION RATING SCALEa
FALL 1997
| Dimension |
1 |
2 |
3 |
4 |
5 |
| Individualized family partnership
agreements |
Little or no evidence that the program systematically
develops individualized family partnership agreements (IFPAs) with
families and provides ongoing case management. |
The program has developed IFPAs with some families
and provides some case management to connect families with the services
they need. |
The program has developed IFPAs with most families,
and most families meet with their case manager at least once a month.
IFPAs include goals, an assessment of strengths and needs, and timetables
and strategies for achieving goals. |
The program has developed IFPAs with almost all families,
and almost all families meet with their case manager at least once
a month. IFPAs include goals, an assessment of strengths and needs,
and timetables and strategies for achieving goals. Program staff
review IFPAs regularly with families and update them as needed. |
The program systematically develops IFPAs with almost
all families that include goals, an assessment of strengths and needs,
and timetables and strategies for achieving goals. Staff systematically
learn about families' involvement in other programs and build upon
these programs' plans whenever possible. Staff also conduct joint
planning with other service providers when appropriate. All IFPAs
are reviewed and updated regularly as needed. |
| Availability of services |
Few family development services are available from
the program or sought in the community. |
Some family development services are available from
the program or sought in the community. |
The program provides services directly, contracts
with other service providers, or refers families to most of the services
they need. |
The program provides services directly, contracts
with other service providers, or refers families to most of the services
they need. Staff systematically follow up with families and service
providers to ensure that families receive the services they need. |
The program provides services directly, contracts
with other service providers, or refers families to most of the services
they need. Staff systematically follow up with families and service
providers to ensure that families receive the services they need.
Staff also assess and monitor the quality of services families receive
and work to make improvements when problems are identified. |
| Frequency of regular family
development services |
Few parents receive family development services. |
Some parents receive family development services. |
Most parents receive family development services. |
Most parents receive family development services on
a regular basis. |
Almost all families receive family development services
on a regular basis. |
| Parent involvement |
Few parents are involved in planning or carrying out
program activities. |
Some parents are involved in planning or carrying
out program activities, and the program provides some volunteer opportunities
for parents. |
The program encourages families to become involved
in planning or carrying out program activities, and many parents are
involved in some capacity. In addition to participation in policy
groups, the program provides a variety of volunteer opportunities
for parents. |
The program strongly encourages families to become
involved in planning or carrying out program activities and provides
multiple opportunities for involvement in policy groups and volunteer
opportunities. Most parents are involved in the program in some
capacity. |
The program strongly encourages families to become
involved in the program as decision makers, leaders, volunteers, and
staff members. The program provides many opportunities for involvement
in planning or carrying out program activities and facilitates families'
participation in meetings and other program events. Almost all parents
are involved in the program in some capacity. |
| Father initiatives |
|
|
|
The program makes some effort to involve fathers in
the program. |
The program actively works to involve fathers in the
program. |
| aThe Family Partnerships Implementation Rate Scale
was updated in 1999 to incorporate clarifications in program guidance
from the Head Start Bureau between the fall 1997 and fall 1999 site
visits. Although most items in the scale did not change, in a few
instances the changes raised the “bar” for achieving full
implementation. The revised scale will be presented in the forthcoming
Pathways to Quality report.(back) |
EARLY HEAD START NATIONAL EVALUATION
COMMUNITY PARTNERSHIPS IMPLEMENTATION RATING SCALE
FALL 1997
| Dimension |
1 |
2 |
3 |
4 |
5 |
| Collaborative relationships |
The program has established few collaborative relationships
with other service providers. |
The program has established some collaborative relationships
with other service providers. |
The program has established many collaborative relationships
with other service providers, and some of them are formalized through
written agreements. |
The program has established many collaborative relationships
with other service providers, and some of them are formalized through
written agreements. Program staff communicate regularly with other
service providers to coordinate services for families. |
The program has established many collaborative relationships
with other service providers, and some of them are formalized through
written agreements. Program staff communicate regularly with other
service providers to coordinate services for families, and the program
participates in at least one coordinating group of community service
providers. |
| Advisory committees |
The program has not established a health advisory
committee. |
The program has established a health advisory committee,
but it does not meet regularly or is a preexisting advisory committee
that does not focus on infants and toddlers. |
The program has established a health advisory committee
that meets occasionally to discuss infant and toddler issues. |
The program has established a health advisory committee
that meets regularly, involves other community health services providers,
and discusses infant and toddler health issues. |
The program has established a health advisory committee
that meets regularly, involves other community health services providers,
and discusses infant and toddler health issues. In addition, the
program has established at least one other special advisory committee
that focuses on infant and toddler issues. |
| Transition plans |
The program has not established procedures for facilitating
the transition from EHS to HS or other preschool programs. |
The program has established procedures for facilitating
the transition from EHS to HS or other preschool programs, but it
has not followed them (for any children within six months of their
third birthday). |
Although the program has established procedures for
transition out of EHS and follows them (for any children within six
months of their third birthday), the procedures address only the transition
from EHS to HS and fail to address the needs of families that are
not eligible for HS. |
The program has established procedures for facilitating
the transition from EHS to HS or other preschool programs. All children
who are within six months of their third birthday have a transition
plan in place. |
The program has established procedures for facilitating
the transition from EHS to HS or other preschool programs. All children
who are within six months of their third birthday have a transition
plan in place. Parents are active participants in the transition
planning process. |
EARLY HEAD START NATIONAL EVALUATION
STAFF DEVELOPMENT IMPLEMENTATION RATING SCALE
FALL 1997
| Dimension |
1 |
2 |
3 |
4 |
5 |
| Supervision |
Staff receive minimal supervision, support, and feedback
on their performance. |
Most staff receive some supervision, support, and
feedback on their performance. |
All staff receive some supervision, support, and feedback
on their performance. |
All staff receive regular supervision, adequate support
to sustain motivation and prevent burnout, and regular feedback on
their performance. |
All staff receive intensive individual and group supervision,
support to sustain motivation and prevent burnout, and regular feedback
on their performance that is based in part on observation of service
delivery. |
| Training |
Staff receive minimal training from the program. |
Most staff have participated in at least one training
session in the past year. |
All staff have received training in the past year
that is based on an assessment of their training needs. |
All staff have received training in multiple areas
in the past year. Training is provided according to a training plan
that is based on an assessment of staff training needs. |
All staff have received training in multiple areas
in the past year. Training is provided according to a training plan
that is based on an assessment of training needs. The program's approach
to training emphasizes relationship building and provides opportunities
for practice, feedback, and reflection. |
| Turnover |
Staff turnover is very high. |
Staff turnover is high. |
Staff turnover is moderate. |
Staff turnover is low. |
Staff turnover is very low. |
| Compensation |
Staff salaries and benefits are very low. |
Staff salaries and benefits are low. |
Staff salaries and benefits are at the average level
for similar staff in other programs. |
Staff salaries and benefits are above the average
level for similar staff in other programs. |
Staff salaries and benefits are above the average
level for similar staff in other programs. Staff can access enhanced
benefits such as tuition reimbursement, child care, or other "family-friendly"
benefits. |
| Morale |
Staff morale is very low. |
Staff morale is low. |
Staff morale is average. |
Staff morale is high. |
Staff morale is very high. |
EARLY HEAD START NATIONAL EVALUATION
MANAGEMENT SYSTEMS IMPLEMENTATION RATING SCALEa
FALL 1997
| Dimension |
1 |
2 |
3 |
4 |
5 |
| Policy Council |
There is little or no evidence of a parent Policy
Council. |
A parent Policy Council has been established, but
it does not meet regularly. |
A parent Policy Council has been established and meets
regularly. |
A parent Policy Council has been established, meets
regularly, and is involved in making decisions about the EHS program. |
A parent Policy Council has been established, meets
regularly, and is actively involved in making decisions about many
aspects of the EHS program. |
| Goals, objectives, and plans |
There is little or no evidence that the program has
a plan for developing written goals, objectives, and plans for each
service area. |
The program has a plan for developing written goals,
objectives, and plans for each service area, but these plans have
been only partially implemented. |
The program has developed goals, objectives, and plans
for each service area. However, some of the goals and plans need
to be updated. |
The program has developed detailed goals, objectives,
and plans for each service area. These goals and plans have been
updated in written form. |
The program has developed written goals, objectives,
and plans for each service area. All written goals and plans are
detailed, thorough, and up-to-date, and were developed in consultation
with the program's Policy Council, advisory committee(s), staff, parents,
and other community members. |
| Self-assessment |
There is little or no evidence that the program has
planned or conducted an annual self-assessment. |
The program has a plan for conducting an annual self-assessment,
but it has not taken significant steps toward implementing the plan. |
The program has conducted a self-assessment in the
past 12 months, but the self-assessment process needs to be formalized
and documented in program records. |
The program has conducted a formal self-assessment
in the past 12 months. The results of the assessment have been documented
in program records. The program involved a broad range of staff,
parents, and community members in the self-assessment process. |
The program has conducted a formal self-assessment
in the past 12 months. The results of the assessment have been documented
in program records. The program involved a broad range of staff,
parents, and community members in the self-assessment process. The
results of the annual self-assessment have been used to make program
improvements. |
| Community needs assessment |
There is little or no evidence of a community needs
assessment. |
The program has a plan for conducting a community
needs assessment. |
The program has conducted an assessment of community
needs and resources, but the assessment was conducted more than three
years ago. |
The program has conducted an assessment of community
needs and resources. This assessment has been updated in written
form in the past three years. |
The program has developed an in-depth community needs
assessment in the past three years. The program's Policy Council,
advisory committee(s), staff, parents, and other community members
were involved in the assessment process. |
| aThe Management Systems Implementation Rating Scale
was updated in 1999 to incorporate clarifications in program guidance
from the Head Start Bureau between the fall 1997 and fall 1999 site
visits. Although most items in the scale did not change, in a few
instances the changes raised the “bar” for achieving full
implementation. The revised scale will be presented in the forthcoming
Pathways to Quality report.(back) |
|
