ࡱ> '` M6bjbj{P{P 7::$.(pppppppOOO8PlPL|rQQQQQQQQqqqqqqq$shvqpTQQTTqppQQq}X}X}XTpQpQq}XTq}X}Xl|ppoQQ uSgOVv%n]o$q0r;nvWv,ovpoXQRr}XR\NSMQQQqqXdQQQrTTTT|||0`O|||`Oppppppq HOME VISITING PERFORMANCE STANDARDS TEMPLATE FOR REVIEWING YOUR PROGRAM STANDARDKEY COMPONENTSEVIDENCE-BASEEVIDENCE MEETING STANDARD (EXAMPLES)MY PROGRAM ASSURES THIS BYProgram has community partnerships in place to identify the families in the target population as applicable to program. Program has a system for assuring appropriate staff training, meeting the minimum standards established by the Maryland Home Visiting Consortium, for orientation, core competencies and on-going training. Initiate services prenatally directly or indirectly through partnership Identifies families most in need strengths and needs System in place to reach families Criteria for service delivery Coordinates/monitors provision of medical care/medical home D.S. Gomby, C.S. Larson, E.M. Lewit, and R.E. Behrman, Promoting the Emotional Well-Being of Children & Families: Building Services and Systems to Support the Healthy Emotional Development of Young Children: An Action Guide for Policymakers; Jane Knitzer; 2001;National Center for Children in Poverty Defines target population Has plan and agreements in place for reaching target population Monitors acceptance and retention Tool to systematically assess strengths and needs Home visiting curricula addresses health-related behaviors etc. in pregnancy Provides information, referrals and linkage to available health care resources and follows up. Monitors prenatal care and well-child visitsAt a minimum staff training should include: Community-Based Family-Centered Strength-Based Governance & Administration Program Management Culturally Competent Services Staff Development Staff Caseloads/Selection Honig, A.S., & Hirallah, A. (1998 June) Which counts more for excellence in child care staff: years in service, education level, or ECE Coursework? ERIC Document NO. ED421211 D.S.Gomby, P.L.Cutross, and R.E. Behrman, Home Visiting: Recent Program evaluations Analysis and Recommendations. The Future of Children 9 (Spring/Summer 1999):4-26 Bernstein, Percansky, and Wechsler (1994) Services are responsive to the needs of families and communities Home visitors receive ongoing training on culturally competent practices Program evaluates cultural competence of all aspects of its service delivery Program has and implements system for assuring pre-service delivery, role specific and ongoing staff training and development Home visiting staff receive training on domestic violence, mental health issues and substance abuse Program has a nationally recognized child/family curriculum and/or guidelines that structure services to provide age appropriate child anticipatory guidance, including social-emotional health, with a focus on supporting the caregiver in the role as their childs first teacher. Program ensures that the home visiting staff receives individual supervision and support on a regular basis and at least an annual formal performance review. The program has comprehensive guidelines and/or proven curriculum that promotes positive parenting skills, parent-child interaction and knowledge of child development with families A.K. Duggan, E.C. McFarlane, M.M. Windham, C.A. Rohde, D.S. Salkever, L. Fuddy, L. A. Rosenberg, S.B. Buchbinder, and C.C.J. Sia, Evaluation of Hawaiis Healthy Start Program, The Future of Children 9 (David and Lucille Packard Foundation): (Spring/Summer 1999): 66-90 Healthy Emotional Development of Young Children: An Action Guide for Policymakers; Jane Knitzer; 2001;National Center for Children in Poverty Focus is on parent-child interaction and healthy child growth and development Home visitors are trained in the implementation of curriculum and developmental tool Home visitor and family collaborate to establish services that are individualized to respect family concerns and in accordance with the childs developmental level All home visits include a parent-child activity Provides information, referrals and linkage to available health care resources and follows up. Staff Support/Supervision Annual performance review Bernstein, Percansky, and Wechsler (1994) Healthy Families Montgomery Evaluation Report Year 5 (July 1, 2000 June 30, 2001); Donna Klagholz, Ph.D. & Associates, LLC))Adequate staff and realistic caseloads to allow for service planning and follow-up and training Home visitors receive individual and regular supervision and support Program ensures that, at a minimum, monthly face-to-face contact and/or home visits are conducted with defined criteria for increasing and decreasing the intensity and frequency of services based on the familys need. Program services are guided by a plan and the process of developing the plan includes family and home visitor collaboration to identify family goals, strengths, and necessary services and supports. The plan is culturally competent and reflects the familys interests and goals. Home visits are conducted in the home to build the primary learning environment of the family Delivery of services to families is guided by the Individual Family Support Plan and the process of developing the plan uses family support practices Family-Centered Strength-Based Seitz et. Al. (1985) Powell and Grantham-MaGregor (1989) OCampo , Patricia. Outcome Evaluation Results, Baltimore City Healthy Start, September 1997Home visits include home visitor, child and one or more of parents or primary caregiver Services vary in intensity and frequency based on needs of family Services are responsive to the needs of families and communities Home visitors, materials and services culturally reflective of population servedDelivery of is guided by the Individual Family Support Plan and the process of developing the plan uses family support practices: Family-Centered Strength-Based Links to family planning services Services focus on supporting family composition of each child in ways that support childs health and well-being Services focus on supporting family self-sufficiency D.S. Gomby, C.S. Larson, E.M. Lewit, and R.E. Behrman, Home Visiting: Analysis and Recommendations, The Future of Children (David and Lucille Packard Foundation): 3 (winter 1993): 6-22 D.S.Gomby, P.L.Cutross, and R.E. Behrman, Home Visiting: Recent Program evaluations Analysis and Recommendations. The Future of Children 9 (Spring/Summer 1999):4-26 Delivery of services to the family is guided by the Family Plan and the process of developing the plan uses family support practices Plan includes long-term goal setting and decision-making as well as child health and development and the parent-child relationship Home visitor and supervisor review progress at regular intervals Home visitor, family and supervisor collaborate to update Plan at least quarterly Supports one parent families in involving non-resident parents in the childs life and provides information to obtain financial contributions from non-resident parent Home visitor services support parents/caregivers to lay the foundation for reading and address the other identified domains of early learning, development and school readiness. Home visitor monitors child development using a standardized developmental screen at specified intervals. Based on family and home visitor identified needs, home visitor refers and links to available resources and follows-up with all referrals to ensure that services are being received. Services focus on supporting parents to lay the foundation for reading and the other identified domains of early learning, development and school readiness Curricula promotes interaction and language use between children and adults Services focus on family literacyKagan, S.L. & Neuman, M.J. (1997) Defining and implementing school readiness: Challenges for families, early care and education, and schools. In R.P. Weissberg, T.P. Gullotta, R.L. Hampton, B.A. Ryan & G. R. Adams (Eds.) Program curricula supports parent-child interaction and activities to promote childrens cognitive and language development Program provides/gives family books and materials for literacy activities (esp. low-income families) Home visitors regularly include dialogic reading in parent-child activities Home visitors regularly inquire about the amount of parent-child reading Home visitors educate parents on the positive and negative influences of television.  Services focus on supporting parent-child interaction, child health and development and a home environment that promotes development The program monitors the development of participating infants and children with a standardized developmental tool Gross, Brooks-Gunn, Spiker, 1992 Program has guidelines for administration of a standardized developmental screen/tool that specifies how the tool is to be used with all children participating in the program, unless developmentally inappropriate. Curricula promotes positive parenting skills and knowledge of child development Activities to promote parent-child relationship at each home visit Staff follow-up for children suspected of having a developmental delay  Home visitor assesses and provides child health and safety parent education, monitors and documents prenatal and well-child visits including immunization and lead screening status. Based on family and home visitor identified needs, home visitor refers and links to available resources and follows-up with all referrals to ensure that services are being received. Program services are linked and coordinated with other services needed by the family Links families to primary care providers Coordinates/monitor immunization and well-child visit status Staff caseloads ensure that home visitors have adequate time to spend with family to meet their needs and plan for future activities Screens for lead exposure Monitors completion of lead blood testing Monitors oral health Provides or links to needed resources. Links families to WIC, food stamps and breastfeeding support Assess and/or refers for home and vehicle safety Liaw & Brooks-Gunn, 1993 Home visitors monitor immunization and well-child visit status Provides education on practices and home maintenance to prevent lead exposure Home visitors assist the family in identifying a medical provider Provides education on importance of developing healthy physical activity practices in early childhood Provides information, referrals and linkage to available health and dental care resources and follows up. Assess and assists parents in providing a safe environment that encourages development Home visitor and family collaborate to assess needs and the services which are desired to help address needs Home visitors trained on community resources and how to access including MCHP All referrals are followed-up on to ensure that they were effective  Home visitor plans with the family/caregiver to transition the family/child to a quality early care and/or education program. Program administrators, staff and participants active in communitys network of service providers Program measures family retention Home visitor plans and documents in the Individual Family Support Plan for transitioning with family/caregiverD.L.Olds, CR Henderson, Jr., H.J. Kitzman, J.J. Eckenrode, R.E. Cole, and R. C. Tatelbaum, Prenatal and Infancy Home Visitation by Nurses: Recent Findings, The Future of Children 9 (David and Lucille Packard Foundation): (Spring/Summer 1999): 44-65Connections between parents, schools and other programs to which a family/child may transition Regular and planned staff meetings and trainings that includes all early childhood and development programs       5/20/03 Modified 3/20/08 #GHIij& ) . 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