Search Type Title Author/Investigator Search Advanced Search

Table of Contents | Previous | Next

APPENDIX B: 1999 RATING SCALES

EARLY HEAD START NATIONAL EVALUATION
IMPLEMENTATION RATINGS--CHILD DEVELOPMENT CORNERSTONE

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 at least two times per month and parent education at least monthly.	Almost all families receive child development services at least three times per month and parent education services at least monthly.	Almost all families receive child development services at least four 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 or assessments occur only at program entry.	Program staff conduct or arrange for periodic developmental assessment for most children.	Program staff conduct or arrange for periodic developmental assessments for almost all children. Program staff use the results of these assessments to plan child development services for each child.	Program staff conduct or arrange for periodic developmental assessments for almost all children. All program staff who work with a child use the results of his or her assessment to plan child development services.
Follow-up services for children with disabilities	Little or no evidence of coordination with Part C providers. Little or no evidence of efforts to recruit children with disabilities.	The program makes some effort to coordinate with Part C providers. The program makes some efforts to recruit children with disabilities.	When a disability is suspected, program staff refer the family to a Part C provider. The program makes somewhat vigorous efforts to recruit children with disabilities. Almost 10 percent of enrolled families have a child with an identified disability.	When a disability is suspected, staff refer the family to a Part C provider and follow up is relatively fast. Program staff work closely with the Part C provider to coordinate services for the family. The program makes vigorous efforts to recruit children with disabilities, or at least 10 percent of enrolled families have a child with an identified disability.	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. Follow up on referrals is relatively fast. The program makes vigorous efforts to recruit children with disabilities, or more than 10 percent of enrolled families have a child with an identified disability.
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 without delay. The program 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 or the program provides poor-quality child care.	The program provides some assistance to families who need child care by providing some child care directly, providing referrals to child care providers, and/or helping families apply for child care subsidies or the program provides minimal quality child care.	The program assists most families who 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 make an initial assessment of quality or monitor the quality of care provided, but may not do both. Or the program may assess and monitor care for some EHS children in child care but not others. Or the program provides a range of quality of child care, including some "low-good" quality. If child care subsidies are used, there are attempts to prevent interruptions in service.	The program assists nearly all families who need child care by providing child care directly, providing referrals to child care centers and family 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 to quality child care that meets Head Start Program Performance Standards. If child care subsidies are used, there are no interruptions in service. Most children are in care that the program assesses and monitors to ensure care meets the Head Start Program Performance Standards. Or the program provides good-quality child care.	The program assists all families who need child care by providing child care directly, providing referrals to child care centers and family 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 Head Start Program 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, including relative providers. Nearly all children are in care that the program assesses and monitors to ensure care meets the Head Start Program Performance Standards. Or the program provides high-quality care.
Parent involvement in child development services	Little or no evidence that program staff involve parents in planning and delivering child development services.	Some parents are involved in planning and carrying out child development activities in home visits and/or some parents are involved in the Policy Council or center activities that relate to child development.	At least one parent in a number of enrolled families participates in planning and delivering child development services by planning home visits, carrying out planning activities through a center committee related to child development, or volunteering in center classrooms.	At least one parent in most enrolled families participates in carrying out child development-related planning activities and delivering child development services by planning home visits, carrying out planning activities through a center committee, or volunteering in center classrooms. Of those families with a father or father figure, some fathers participate in planning or delivering child development services.	At least one parent in almost all enrolled families participates in planning and delivering child development services by planning home visits, carrying out planning activities through a center committee, or volunteering in center classrooms. Of those families with a father or father figure, many fathers participate in planning or delivering child development services.
Individualization of services	Little or no evidence that 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 the child and family, but only for a few children with special circumstances.	Child development services are individualized for some children, according to the unique circumstances, background, and developmental progress of the child and family.	Child development services are individualized for most children, according to the unique circumstances, background, and developmental progress of the child and family.	Child development services are individualized for almost all children, 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	Little or no evidence that the program holds regular group socialization activities for families participating in home-based services.	The program holds group socialization activities at least two times per month for families participating in home-based services, but few families participate on a regular basis.	The program holds group socialization activities at least two times per month for families participating in home-based services, and some families participate on a regular basis.	The program holds group socialization activities at least two times per month for families participating in home-based services, and most families participate on a regular basis.	The program holds group socialization activities at least two times per month for families participating in home-based services, and almost all families participate on a regular basis.

 

EARLY HEAD START NATIONAL EVALUATION
IMPLEMENTATION RATINGS--FAMILY DEVELOPMENT CORNERSTONE

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 either provides services directly, contracts with other service providers, or refers families to most of the services they need.	The program either 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 either 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 also makes special efforts to involve fathers.	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 also makes special efforts to encourage father involvement. Of the families with fathers or father figures, some of the fathers participate in planning or are otherwise involved in program activities.	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. The program also makes special efforts to encourage father involvement. Of the families with fathers or father figures, many of the fathers participate in planning or are otherwise involved in program activities.

 

EARLY HEAD START NATIONAL EVALUATION
IMPLEMENTATION RATINGS--STAFF DEVELOPMENT CORNERSTONE

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 (40 percent or more).	Staff turnover is high (30 to 39 percent).	Staff turnover is moderate (20 to 29 percent).	Staff turnover is low (10 to 19 percent).	Staff turnover is very low (less than 10 percent).
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
IMPLEMENTATION RATINGS--COMMUNITY BUILDING CORNERSTONE

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 pre-existing advisory committee that does not focus on infants and toddlers.	The program has established a health advisory committee which meets occasionally to discuss infant and toddler issues.	The program has established a health advisory committee which meets regularly, involves other community health services providers, and discusses infant and toddler health issues.	The program has established a health advisory committee which 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 6 months of their third birthday).	Although the program has established procedures for transition out of EHS and follows them (for any children within 6 months of their third birthday), the procedures only address the transition from EHS to HS and fail to address the needs of families who are not eligible for HS. Or many children have a transition plan in place.	The program has established procedures for facilitating the transition from EHS to HS or other preschool programs. Almost all children who are within 6 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 6 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
IMPLEMENTATION RATINGS--MANAGEMENT SYSTEMS

Dimension	1	2	3	4	5
Policy council	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.
Communication systems	Little or no evidence of a regular system of communication among program staff.	A regular system of communication exists among program staff.	A regular system of communication exists among program staff and between staff and parents.	A regular system of communication exists among program staff, between staff and parents, with the grantee agency, and with the policy council and other governing bodies.	A regular system of two-way communication exists among program staff, between staff and parents, with the grantee agency, and with the policy council and other governing bodies.
Goals, objectives, and plans	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 only been 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	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 towards 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	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.

 

EARLY HEAD START NATIONAL EVALUATION
CHILD CARE QUALITY RATINGS

Dimension	1	2	3	4	5
Curriculum	Little or no evidence that the program uses a curriculum in its child care center.	Program has a curriculum for its child care center, but staff do not use the curriculum regularly for planning and scheduling activities.	The program uses a child care curriculum regularly for planning and scheduling activities.	Child care provider uses a curriculum that is strongly integrated into the center's daily activities and is appropriate for the population served.	Child care provider uses a curriculum that is individualized for each child. If some children receive home-based services and child care provided directly by the program, both curricula are integrated.
Turnover of direct care staff	Turnover among direct care staff is very high (40 percent or more).	Turnover among direct care staff is high (30 to 39 percent).	Turnover among direct care staff is moderate (20 to 29 percent).	Turnover among direct care staff is low (10 to 19 percent).	Turnover among direct care staff is very low (less than 10 percent).
Assigning primary caregivers	The program does not assign primary caregivers.	Program assigns primary caregivers, but staff do not adhere to their assignments on a regular basis.	Program assigns primary caregivers, and staff adhere to their assignments during some daily activities.	Program assigns primary caregivers, and staff adhere to their assignments throughout the day. Primary caregivers conduct almost all routine care activities (feeding, diapering, nap time, etc.) for the children in their group.	Program assigns primary caregivers, and staff adhere to their assignments throughout the day. Primary caregivers conduct almost all routine care activities (feeding, diapering, nap time, etc.) for the children in their group. Primary caregivers regularly communicate with parents and plan activities for the children in their group.
Monitoring the quality of child care settings that EHS children attend.	The program does not monitor the quality of child care settings that EHS children attend. If the program provides on-site care, there is little ongoing monitoring of quality.	The program assesses the quality of child care settings to which it refers children and monitors quality in settings that EHS children attend at least annually, but most of the children are known to be in settings that the program does not monitor. If the program provides on-site care, quality is monitored at least annually.	The program may assess the quality of child care settings prior to referring children but monitors quality regularly for at least half the children in care. If the program provides on-site care, quality is assessed regularly.	The program assesses the quality of child care settings prior to referring children and monitors child care quality regularly for most children in care, whether or not the program placed children in their child care settings. If the program provides on-site care, there is ongoing quality assessment and feedback to staff.	The program uses comprehensive measures and/or procedures to assess the quality of child care settings prior to referring children and to monitor quality regularly for all children in care, whether or not the program placed children in their child care settings. If the program provides on-site care, there is ongoing quality assessment, feedback to staff, and a systematic approach to quality improvement.
Training and support for providers in child care settings that EHS children attend	The program does not provide training and support to child care teachers and family providers in settings that EHS children attend.	The program provides newsletters or other communications that address child care quality issues and/or has occasional training for teachers and family providers who provide child care in settings that EHS children attend.	The program provides some training for most teachers and family providers who care for EHS children, or provides a great deal of training for some teachers who care for EHS children.	The program provides regular training to nearly all child care teachers and family providers who care for EHS children. If children are in relative care, the program provides support and training to some of them as well.	The program provides in-service training for nearly all teachers and family providers who care for EHS children according to their individual training needs, and according to individualized training plans. If children are in relative care, the program provides support and training to some of them as well.
Educational attainment of staff in EHS centers	If the program provides on-site care, many teaching staff have neither a CDA, associate's degree, nor a bachelor's degree.	If the program provides on-site care, some teaching staff have a CDA or are in CDA training, an associate's degree, or a bachelor's degree.	If the program provides on-site care, most teaching staff have a CDA or are in CDA training, an associate's degree, or a bachelor's degree.	If the program provides on-site care, almost all teaching staff have a CDA or are in CDA training, an associate's degree, or a bachelor's degree.	If the program provides on-site care, all teaching staff have a CDA or are in CDA training, an associate's degree, or a bachelor's degree.
Accreditation	No child care provided by the program is accredited by NAEYC or other accrediting organization	Program is exploring accreditation by NAEYC or another accrediting organization for its child care	Some child care provided by the program is accredited by NAEYC or another accrediting organization, or program is in the accreditation process	Most child care provided by the program is accredited by NAEYC or another accrediting organization	All child care provided by the program is accredited by NAEYC or another accrediting organization

 

EARLY HEAD START NATIONAL EVALUATION
QUALITY OF CHILD DEVELOPMENT HOME VISITS

Dimension	1	2	3	4	5
Supervision	Little or no evidence that home visitors receive adequate supervision.	Home visitors receive some supervision. However, supervision does not provide adequate support and guidance. There is little systematic supervision for child development activities.	Home visitors receive regular supervision, but this supervision does not include adequate opportunities for home visitors to receive support and evaluation. Some supervisory attention is paid to child development specifically. Supervisors may not go on home visits. Home visitors receive some mentoring.	Home visitors receive regular individual and group supervision that includes support, teaching, and evaluation. Some supervisory attention is paid to child development. The supervisor goes on some home visits. Home visit frequency is carefully tracked by the supervisor. Home visitors receive mentoring.	Home visitors receive regular individual and group supervision that includes support, teaching, and evaluation. Group supervision provides home visitors with regular opportunities to discuss their experiences with peers. Particular attention is paid by supervisors to monitoring child development activities, and supervisors have been on home visits and have a regular plan for accompanying home visitors on home visits. Home visit frequency is carefully tracked by the supervisor. Home visitors receive mentoring.
Training	Home visitors receive little training.	Home visitors receive some training.	Home visitors receive some training in several subject areas.	Home visitors have regular opportunities to participate in training. Home visitors have received training in child development.	Home visitors have many opportunities to participate in training. Training techniques include role playing, experiential learning, and peer teaching. Home visitors are cross-trained in multiple areas, including child development.
Home visitor hiring and matching	Little or no evidence that the program considered program goals, needs and characteristics of parents and children, and home visitors' roles when hiring home visitors.	Some evidence that the program considered program goals, needs and characteristics of parents and children, and home visitors' roles when hiring home visitors.	The program has considered program goals, needs and characteristics of parents and children, and home visitors' roles when hiring home visitors. The program seeks to hire home visitors who are mature and have strong interpersonal skills.	The program has considered program goals, needs and characteristics of parents and children, and home visitors' roles when hiring home visitors. The program seeks to hire home visitors who are mature, have strong interpersonal skills, value diversity, and are able to respond appropriately to parents and children from a variety of backgrounds.	The program has considered program goals, needs and characteristics of parents and children, and home visitors' roles when hiring home visitors. The program seeks to hire home visitors who are mature, have strong interpersonal skills, value diversity, are flexible, want to learn, and are able to respond appropriately to parent and children from a variety of backgrounds. The program attempts to match parents and children with home visitors who share the same linguistic and cultural background and who can best respond to the individual needs and situations of parents and children.
Retention of home visitors	Turnover among home visitors is very high (40 percent or more).	Turnover among home visitors is high (30 to 39 percent).	Turnover among home visitors is moderate (20 to 29 percent).	Turnover among home visitors is low (10 to 19 percent).	Turnover among home visitors is very low less than 10 percent).
Planning home visits	Little or no evidence that home visits are planned based on clear goals and expected outcomes.	Some evidence that home visits are planned based on program goals and expected outcomes, but home visitors do not use a curriculum or protocol to guide child development activities that take place during the home visit.	Home visits are planned based on program goals and expected outcomes. Home visitors use a curriculum or protocol to guide child development activities that take place during the home visit.	Home visits are planned based on program goals and expected outcomes. Home visitors develop plans for each visit using a curriculum or protocol to guide child development activities that take place during the home visit, but they individualize planned activities to meet the needs of individual parents and children.	Home visits are planned based on program goals and expected outcomes. Home visitors develop plans for each visit using a curriculum or protocol to guide the child development activities that take place during the home visit, but they individualize the visits to meet the needs of individual parents and children. Home visitors strive to develop strong relationships with parents and children, build on the strengths of parents and children, and work in partnership with parents to plan child development activities.
Frequency of home visits and caseload sizes	Little or no evidence that home visitors visit parents and children receiving home-based services on a regular basis.	Home visitors visit most of the parents and children who are receiving home-based services at least monthly.	Home visitors visit most parents and children who are receiving home-based services at least two times per month.	Home visitors visit most parents and children who are receiving home-based services at least three times per month, and caseload sizes permit adequate time for completing home visits and other duties.	Home visitors visit almost all parents and children who are receiving home-based services at least four times per month, and caseload sizes permit adequate time for completing home visits and other duties.
Emphasis on child development activities	Little or no evidence that home visitors spend time on child development activities during home visits.	Home visitors spend some time during some home visits on child development activities.	Home visitors typically spend some time during each home visit on child development activities with the child or the parent and child together.	Home visitors typically spend at least half an hour during each home visit on child development activities with the child or the parent and child together.	Home visitors typically spend 45 minutes or more during each home visit on child development activities with the child or the parent and child together.
Integrating home-based services with other services	Little evidence that home visitors providing child development services coordinate with other home visitors, child care providers, or other service providers.	Some attempts by home visitors providing child development services to coordinate with other home visitors, child care providers, or other service providers, but coordination is not consistent or systematic.	Home visitors providing child development services coordinate with other home visitors, child care providers, Part C staff, and other service providers, but not on a systematic basis.	Home visitors providing child development services coordinate systematically and regularly with some home visitors, child care providers, and service providers who are working with the same children and families, but they do not coordinate systematically with all service providers.	Home visitors providing child development services coordinate systematically and regularly with all service providers who are working with the same children and families, including other home visitors, child care providers, Part C staff, and other service providers.

 

 

Table of Contents | Previous | Next