< back to welcome page 1 Recruitment 2 Eligibility 3 Selection 4 Enrollment 5 Receiving (or Providing) Services

5.1Screening & Compliance Requirements

5.1.1Prior to Day 1 5.1.230/45/60/90 Day 5.1.32.5-Year-Old 5.1.4Education Staff Yearly Timelines 5.1.5Family Worker Yearly Timeline

5.2Center/Classroom Startup Planning

5.2.1Language Services 5.2.2Family Orientation

5.2.2.1Siblings and Non-Enrolled Children

5.2.3Child Files 5.2.4Center/Classroom Environment Set up 5.2.5Daily Schedules 5.2.6Curriculum Planning 5.2.7ECERS/ITERS Rating Scale

5.3Classroom Engagement

5.3.01Opening Checklist (EHS/HS) 5.3.02Set up Morning Environment 5.3.03Pedestrian Safety 5.3.04Drop-Off/Pick-Up Procedures 5.3.05Greeting Children & Families 5.3.06Daily Health Check 5.3.07Daily Logs (EHS) 5.3.08Child Supervision 5.3.09Handwashing Procedures 5.3.10Attendance Policy & Procedures 5.3.11Meals (EHS/HS)

5.3.11.1Special Dietary Needs

5.3.12Bottle Feeding/Introduction to Solid Foods (EHS) 5.3.13Bathroom Procedures 5.3.14Diapering 5.3.15Tooth Brushing 5.3.16Free Choice Time 5.3.17Small Group Time 5.3.18Large Group Time 5.3.19Outside Time 5.3.20Facilitating Lessons 5.3.21Napping Procedures (EHS/HS) 5.3.22Cleaning & Laundry 5.3.23Closing Checklist 5.3.24Challenging Behavior Tracking Packet

5.3.24.1Behavior Incidents

5.3.24.2Referral for Observation/Consultation 5.3.25Planning Activities

5.3.25.1Creative Curriculum Studies

5.3.26Unusual Incidents/Accidents (Ouch Report) 5.3.27Administering Medication 5.3.28Off-Floor Planning Time 5.3.29Center-based Program Year Shutdown Checklist

5.4Ongoing Assessment

5.4.1Observational Notes 5.4.2Desired Results Development Profile (DRDP) 5.4.3Individual Child Goals (ICG) 5.4.4Portfolio Collection

5.5Family Engagement

5.5.1Home Visits 5.5.2Family Conferences 5.5.3Parent Center Committee Meetings (PCCM)

5.5.3.1Web Planning Process

5.5.4Family Partnership Process

5.5.4.1Family Opportunity and Interest Assessment (FOIA) 5.5.4.2Family Partnership Agreement (FPA) Family Goals

5.5.5Parent Cafes 5.5.6Positive Behavior Support and Child Success Team 5.5.7IEP/IFSP Meetings 5.5.8Inclusion Planning (Disabilities Plan of Action)

5.5.8.1Service Providers at Center

5.5.9Attendance Study Teams (AST) 5.5.10Raising a Reader 5.5.11Make Parenting a Pleasure – Parenting Groups 5.5.12Records Request and Enrollment Verification 5.5.13Policy Council 5.5.14Name and/or Family Change Procedure

5.6Weekly Home Visits

5.6.1Home Visitor Timeline 5.6.2Preparing for Weekly Home Visits 5.6.3First 11 Weekly Home Visit Records 5.6.4Personal Visit Planning Guide and Record 5.6.5Home Visit Tracking Form 5.6.6Developmental Domains 5.6.7Home Visitor Curriculum Planning and Training 5.6.8Travel File 5.6.9Parent Binder 5.6.10Scheduling Home Visits in Outlook 5.6.11Home Visits in Child Plus

5.7Home-based Socials

5.7.1Socialization Site 5.7.2Group Socialization Plan 5.7.3Home-based Socials: Meals

5.9Reporting

5.9.1Family Worker and Home Visitor Monthly Summary Report

5.9.1.1Using Childplus To-Do Lists

5.9.2Reporting Suspicion of Child Abuse 5.9.3Head Teacher/Site Supervisor End of Month Checklist

5.9.3.1Site Meetings

5.10Prenatal Services

5.10.1Prenatal Enrollment 5.10.2Prenatal Home Visits 5.10.3The Postpartum Visit

5.12Internal Monitoring

5.12.1Child File Monitor 5.12.2Teaching Pyramid Snapshot 5.12.3Monitoring Chronic Absenteeism 5.12.4Personal Visit Observation Tool and Home Visit Rating Scale (HOVRS)

5.13Food Service

5.13.1Kitchen Basics 5.13.2Menu and Menu Planning 5.13.3Foodservice Shopping 5.13.4Food Safety and Handling

6 Transition 7 Admin/Operations 8 ChildPlus 9 Learning Paths

5.6

Weekly Home Visits

This section focuses on the activities related to weekly home visits carried out by Home Visitors for families and children who are enrolled in the home-based program.

Home Visitors facilitate all component areas of Head Start services. Home visitors must provide one home visit per week per family that lasts at least an hour and a half and provide a minimum of 46 visits per year. A typical home visit will involve the following (Six areas of emphasis):

Opening – Connect, reflect, agree

Parent-Child Interaction

Child Development: Language, Cognitive, Social Emotional, Motor

Parenting Behaviors: Nurturing, Designing/Guiding, Responding, Communicating, Supportive Learning

Development-Centered Parenting

Developmental Topics: Attachment, Sleep, Safety, Health, Nutrition, Discipline, Transitions/Routines, Births (Prenatal)

Family Well-Being

Basic Essentials, Education and Employment, Physical Health of the Family, Early Care and Education, Relationships with Family and Friends, Recreation and Enrichment

Shasta Head Start Requirements

Closing – Review, revisit, evaluate, share, affirm, and look ahead

Parents as Teachers (Foundational Curriculum)

Parents as Teachers is the research-based, evidence-informed home visiting curriculum Shasta Head Start has chosen for our Home Visiting Program. It is a comprehensive home visiting curriculum, that promotes parenting knowledge, attitudes and practices that are proven to support children’s learning and development.

Parents as Teachers is centered on a theoretical framework that sees all family systems as having strengths and assets. This strength-based approach guides home visitors to promote positive development and help families build protective factors, which reduce the likelihood of abuse and neglect.

Protective factors are taken from Strengthening Families, an approach to reducing the incidence of child abuse and neglect developed by the Center for the Study of Social Policy. The protective factors are:

Parental resilience
Social connections
Knowledge of parenting and child development
Concrete support in times of need
Social and emotional competence of children

There are three main roles for a home visitor that aides in building meaningful relationships with families. This is a brief overview of the three main factors, you will get more detailed information at the Foundational PAT training.

Partnering
- Create a safe place
- Enhance strength-based perspective
- Honor the family’s expertise – what is important to them and meet them there
Facilitating
- Posing effective questions – PAT “TOOLKIT”
- Cultural awareness – Family Portrait
- Coaching
- Professional Development
Reflecting
- Paraphrase – show you are listening
- Ask for clarification
- Use open-ended questions
- Acknowledge and affirm

Topics in this section include:

Note: For information on the center-based activities which Family Workers and Child Development staff would complete, see these related SOP’s

Home Visits (Child Development)
Family Partnership Process (Family Service Staff)