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pdfOMB No.: 0970-0354
Expiration Date: 10/31/2021
Program Director Survey
Draft for OMB
February 2020
This collection of information will be used to describe the characteristics of infants and toddlers
and families served by Early Head Start, and the characteristics and features of programs and staff
that serve them. Your participation in the study is voluntary. Please be assured that all information
you provide will be kept private to the extent permitted by law. The survey will take about 30
minutes to complete.
An agency may not conduct or sponsor, and a person is not required to respond to, a collection of information unless it displays a
currently valid OMB control number.
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OMB DRAFT
SECTION A: PROGRAM CHARACTERISTICS/INPUTS
To begin, we would like to ask some questions about the characteristics of your program.
Throughout this survey, we want you to focus only on Early Head Start and the staff working with
pregnant women or with infants and toddlers and their families. This includes both teachers
working in classrooms in program centers and home visitors providing services to pregnant women
and families.
Source: Adapted from Baby FACES 2009
A1.
Does your Early Head Start program offer the center-based program option?
YES ....................................................................................................................... 1
NO ......................................................................................................................... 0
GO TO A3
IF CENTER BASED OPTION IN A1 ANSWER A2:
Source: Adapted from Baby FACES 2009 – A1a
A2.
How many Early Head Start home visits do you provide per year for families in the centerbased option? We understand that this may vary by family needs, but please provide a
typical amount. Would you say…
None ...................................................................................................................... 1
Once per year ....................................................................................................... 2
Twice per year ....................................................................................................... 3
Four times per year ............................................................................................... 4
Every other month ................................................................................................. 5
Less than once a month ........................................................................................ 6
Monthly .................................................................................................................. 7
Twice per month, or .............................................................................................. 8
Weekly? ................................................................................................................ 9
Source: Adapted from Baby FACES 2009 – A2
A3.
Does your Early Head Start program offer the home-based program option?
YES ....................................................................................................................... 1
NO ......................................................................................................................... 0
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ASK 3.1 ONLY IF PROGRAM HAS BOTH CENTERS AND HOME VISITING.
The next questions are about how you determine the services that families receive.
Source: New Item
A3.1.
Which of the following, if any, do you take into account when deciding into which service
option or options families are placed? (RECORD IN FIRST COLUMN).
Which of these do you consider to be the most and second most important factors? (IF
DON’T KNOW SELECTED FOR MOST IMPORTANT, SKIP OVER 2ND MOST IMPORTANT)
Select all that
apply
Select one per column
MOST
IMPORTANT
2ND MOST
IMPORTANT
a. Language or cultural background
1
1
1
b. Availability of slots
2
2
2
c.
3
3
3
d. Availability of transportation
4
4
4
e. Employment status
5
5
5
6
6
6
7
7
7
9
Don’t know
Don’t know
f.
Parent/Family choice or preference
Where the family lives – distance from
services
g. Location/geography
Don’t take any of the above into account when
deciding on type of service option.
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IF HOME-BASED OPTION IN A3 ANSWER A4-A6. IF NO HOME BASED OPTION, GO TOA7:
Source: Adapted from Baby FACES 2009 – B2
A4.
Which of the following, if any, do you take into account when assigning EHS families to
home visitors? (RECORD IN FIRST COLUMN). Please think across all the families working
with home visitors.
Which of these do you consider to be the most and second most important factors? (IF
DON’T KNOW SELECTED FOR MOST IMPORTANT, SKIP OVER 2ND MOST IMPORTANT)
Mark all that
apply
Select one per column
MOST
IMPORTANT
2ND MOST
IMPORTANT
a. Language or cultural background
1
1
1
b. Family circumstances or specific needs
2
2
2
c.
3
3
3
d. Child age, health, or development
4
4
4
e. Results of screening or assessment
5
5
5
6
6
6
g. Location/geography
7
7
7
h. Availability on a given home visitor’s caseload
8
8
8
Don’t take any of the above into account when
assigning families to home visitors
9
Don’t know
Don’t know
f.
Parent choice or preference
Family’s existing relationship with home
visitor
Source: Adapted from Baby FACES 2018 – A2a
A5.
Not including pregnant women, which of the following best describes how long EHS families
typically work with the same home visitor? (Excluding situations when a home visitor leaves
the program or moves to a different role).
Families typically work with the same home visitors…
For the entire time they are enrolled in the home based option ........................... 1
Until the end of the program year ......................................................................... 2
Until the child reaches a certain age or milestone ................................................ 3
Not applicable, program only offers home based services to pregnant women ... n
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IF ENROLLED FOR ENTIRE TIME (A5=1) ANSWER A6.
Source: New Item – A2b
A6.
When families change their home visitor while still enrolled in the home based option, is it
usually…
Based on the families’ preference or ................................................................... 1
Some other reason such as scheduling, logistics, or funding? ............................. 2
ALL
Source: Adapted from Baby FACES 2009 – A3
A7.
Does your Early Head Start program offer the family child care (FCC) program option?
YES ....................................................................................................................... 1
NO ......................................................................................................................... 0
Source: Baby FACES 2018 – A4
A8.
How many EHS families are enrolled in multiple program options? Your best guess is fine.
None ...................................................................................................................... 0
1 family ................................................................................................................. 1
2 to 5 families ........................................................................................................ 2
6 to 10 families ...................................................................................................... 3
More than 10 families ........................................................................................... 4
Don’t know ............................................................................................................ d
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The next question is about child care partnerships you may have. These can be either through an
EHS-CCP grant or your EHS grant. Please think about the child care centers, FCC providers,
umbrella organizations or networks, or other entities with whom you have a formal agreement to
provide child care services to enrolled infants and toddlers that meet the Head Start program
performance standards. If you don’t have a partner, please select “none.”
Source: Adapted from Baby FACES 2009 – A10
A9.
How many child care partner centers do you have? And how many FCC partners? Your best
estimate is fine.
NUMBER OF CENTER PARTNERS
None ...................................................................................................................... 0
1 child care partner .............................................................................................. 1
2 to 5 child care partners....................................................................................... 2
6 to 10 child care partners ................................................................................... 3
More than 10 child care partners ......................................................................... 4
Don’t know how many child care partners ............................................................ d
NUMBER OF FCC PARTNERS
None ...................................................................................................................... 0
1 FCC partner ...................................................................................................... 1
2 to 5 FCC partners ............................................................................................... 2
6 to 10 FCC partners ............................................................................................. 3
More than 10 FCC partners ................................................................................. 4
Don’t know how many FCC partners .................................................................... d
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Source: FACES 2014 Program Director SAQ – A5a
A10.
Does your program receive any revenues from the following sources other than Early Head
Start?
Select all that
apply
a. Tuition and fees paid by Early Head Start parents – including parent fees and
additional fees paid by parents such as registration fees, transportation fees, and
late pickup/late payment fees
1
b. Tuitions paid by state government (vouchers/certificates, state contracts,
transportation, or grants from stat agencies)
2
c. Local government (for example, funding from the local school board or other local
agency, grants from county government)
3
d. Federal government other than Head Start or Early Head Start (such as Title I,
Child and Adult Care Food Program, WIC, or Medicaid reimbursement)
4
e. Revenues from non-government community organizations or other grants (for
example, United Way, local charities, or other service organizations)
5
f. Revenues from fund raising activities, cash contributions, gifts, bequests, or
special events
6
g. In kind contribution, such as facilities that a public school or other partner provides
at no or low cost.
8
h. Other source (other than EHS)
7
Don’t receive revenues from any of the above sources
9
Don’t know the sources of program revenues
d
The next questions are about transitions out of Early Head Start. By this we mean transitions from
EHS infant-toddler services to services designed for preschool-aged children, such as Head Start,
when a child ages out of EHS.
Source: New Item – A5b
A11.
What percentage of children transition out of your Early Head Start program into formal
child care or preschool programs (such as center-based Head Start, public prekindergarten,
or other center-based child care)? Your best guess is fine.
|
|
|__| PERCENT GOING INTO FORMAL CHILD CARE OR PRESCHOOL SETTINGS
Don’t know ............................................................................................................ d
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IF UNABLE TO GIVE PERCENTAGE (A11=D OR MISSING) ANSWER A11A.
Source: New Item
A11a. We would like to get some idea of the percentage that transition to formal child care or
preschools programs. If you had to estimate, which of the following would you choose?
Less than 25 percent?................................................................................................. 1
25 to 50 percent? ........................................................................................................ 2
51 to 75 percent? ........................................................................................................ 3
More than 75 percent? ................................................................................................ 4
Don’t know .................................................................................................................. d
Source: New Item
A12.
Does your program collect information about where Early Head Start children go when they
transition out of your EHS program?
Yes ............................................................................................................................. 1
No … ........................................................................................................................... 0
Not sure / Don’t know .................................................................................................. d
Source: Adapted from FACES 2014 –A5d
A13.
How many of those formal child care or preschool settings do staff from your program
communicate with directly before EHS children transition? Please think about communication
such as planning and information sharing. Do NOT include activities such as sending records or
files for individual children.
None of the settings .................................................................................................... 1
Some of the settings ................................................................................................... 2
Most of the settings ..................................................................................................... 3
All of the settings ......................................................................................................... 4
Don’t know .................................................................................................................. d
IF YOU COMMUNICATE WITH ANY SETTINGS (A13=2,3,4) ANSWER A14
Source: Adapted from FACES 2014 – A5e
A14.
What are the two topics your program most often discusses with staff in these settings?
Select only two
Child outcome assessments ....................................................................................... 1
What children are expected to know at preschool entry ............................................. 2
Children with disabilities .............................................................................................. 3
Alignment of curricula .................................................................................................. 4
Issues related to individual children or family situations ............................................. 5
Helping families with transitioning (registering, enrollment, routines, drop off/pick
up, etc.) ....................................................................................................................... 6
Other (Specify) _____________________________________________ ................ 99
Don’t know .................................................................................................................. d
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IF HOME-BASED CONTINUE SECTION A. IF NO HOME BASED OPTION GO TO SECTION C
Turning next to curricula and assessments...
Source: Baby FACES 2009 – A6
A15.
Does your Early Head Start program use any specific curriculum for your home visiting
services?
YES, SPECIFIC CURRICULUM ........................................................................... 1
YES, COMBINATION ............................................................................................ 2
NO ......................................................................................................................... 0 GO TO A17
IF PROGRAM USES SPECIFIC CURRICULUM OR A COMBINATION (A15=1 OR 2), ANSWER A16
Source: Adapted from Baby FACES 2018 – A6a
A16.
What curricula or curriculum does your EHS program use for home visiting services?
SELECT ALL THAT APPLY IN COLUMN A
IF MORE THAN ONE MENTIONED, ASK: Which do you consider the main curriculum?
SELECT ONE ONLY IN COLUMN B
SELECT ALL
THAT
APPLY
SELECT ONE
ONLY
A.
CURRICULA
USED
B.
MAIN
CURRICULUM
a. AGENCY-CREATED CURRICULUM
1
1
b. BABY TALK
33
33
c.
3
3
d. CONSCIOUS DISCIPLINE (BABY DOLL CIRCLE TIME)
30
30
e. CREATIVE CURRICULUM LEARNING GAMES/TEACHING
STRATEGIES
4
4
f.
9
9
g. HAWAII EARLY LEARNING PROFILE (HELP)
10
10
h. LEARNING ACTIVITIES FOR INFANTS (MAGDA GERBER, RIE)
14
14
ONES AND TWOS (PARENTING: THE FIRST THREE YEARS
CURRICULUM)
15
15
j.
PARENTS AS TEACHERS
16
16
k.
PARTNERS FOR A HEALTHY BABY
21
21
l.
PARTNERS IN PARENTING EDUCATION (PIPE)
23
23
28
28
i.
BEAUTIFUL BEGINNINGS
GROWING GREAT KIDS
m. OTHER (SPECIFY)
_____________________________________________________
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No main
curriculum
OMB DRAFT
Source: Baby FACES 2009 – A7a
A17.
Does your EHS program ask home visitors to use any assessments to gather information on
children’s development or progress?
YES ....................................................................................................................... 1
NO ......................................................................................................................... 0
GO TO A19
NOT APPLICABLE- HV ONLY SEES PREGNANT WOMEN .............................. n
GO TO A19
IF CHILD ASSESSMENT TOOLS USED (A17=1), ANSWER A18
Source: Adapted from Baby FACES 2018 – A7b
A18.
What child assessments have your EHS home visitors used since September of this year?
CHILD SCREENERS AND ASSESSMENTS:
SELECT ALL THAT
WERE USED
SCREENERS
a. AGENCY-CREATED SCREENING ASSESSMENT
1
b. AGES AND STAGES QUESTIONNAIRE (ASQ)
2
c
ASQ: SOCIAL-EMOTIONAL
25
d.
BRIEF INFANT TODDLER SOCIAL EMOTIONAL ASSESSMENT
(BITSEA)
26
e. BRIGANCE SCREENER
24
f.
8
DENVER DEVELOPMENTAL SCREENING TEST
ASSESSMENTS
g. BRIGANCE ASSESSMENT
h
27
CREATIVE CURRICULUM TOOLS (MAY ALSO BE KNOWN AS
TEACHING STRATEGIES GOLD)
6
i.
DESIRED RESULTS DEVELOPMENTAL PROFILES-R (DRDP)
7
j.
DEVEREUX EARLY CHILDHOOD ASSESSMENT (DECA)
9
k.
EARLY LEARNING ACCOMPLISHMENT PROFILE
10
l.
HIGH SCOPE CHILD OBSERVATION RECORD (COR)
13
m. INFANT-TODDLER DEVELOPMENTAL ASSESSMENT (IDA)
14
n. INFANT TODDLER SOCIAL EMOTIONAL ASSESSMENT (ITSEA)
15
OTHER (SPECIFY)
22
_________________________________________________________
Don’t know what assessments/screeners home visitors have used
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d
OMB DRAFT
Source: New Item – A8a
A19.
Do you have a standard process for establishing family partnership agreements with
families in the home-based option?
Yes for all families ................................................................................................. 1
Yes for some families ............................................................................................ 2
No .......................................................................................................................... 0
GO TO A21
Don’t know ............................................................................................................ d
GO TO A21
IF PARTNERSHIP AGREEMENT (A19=1 OR 2) ANSWER A20
Source: New Item – A8b
A20.
As part of establishing family partnership agreements, do you use a standard tool or
assessment for screening home-based families in each of the following areas? By standard
tool or assessment we mean a tool, questionnaire or screener developed by your program
or by someone else that you use in a consistent way.
Select only one per row
Don’t
know
Yes for all
families
Yes for
some
families
No
a. Depression or mental health concerns?
2
1
0
D
b. Intimate partner violence?
2
1
0
D
c.
Child abuse/neglect?
2
1
0
D
d. Economic hardship?
2
1
0
D
e. Food insecurity?
2
1
0
D
f.
2
1
0
D
g. Opioid misuse?
2
1
0
D
h. Other drug use?
2
1
0
D
i.
Homelessness or housing insecurity?
2
1
0
D
j.
Child welfare involvement?
2
1
0
D
k.
Incarcerated parent?
2
1
0
D
l.
Other?
2
1
0
D
Alcohol misuse?
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Source: New Item – A8c
A21.
To what extent do you think each of these issues is a problem among the EHS families you
serve in the home-based option? Please think about the number of families affected by each
issue to determine how much of a problem it is.
Select only one per row
NOT A
PROBLEM
SOMEWHAT
OF A
BIG
PROBLEM PROBLEM
a. Depression or mental health concerns
0
1
2
b. Intimate partner violence
0
1
2
c.
Child abuse/neglect
0
1
2
d. Economic hardship
0
1
2
e. Food insecurity
0
1
2
f.
0
1
2
g. Opioid misuse
0
1
2
h. Other drug use
0
1
2
i.
Homelessness or housing insecurity?
0
1
2
j.
Child welfare involvement?
0
1
2
k.
Incarcerated parent?
0
1
2
l.
Other - Specify ____________________________________
0
1
2
Alcohol misuse
Source: Baby FACES 2018 – A9
A22.
Many Early Head Start programs have a specific curriculum that their home visitors use with
families. Early Head Start programs also have the flexibility to make adaptations to the
curriculum to meet the needs of their program. By adaptations, we mean significant, global
changes that would be program wide, as opposed to accommodations made for individual
families or situations.
Has your Early Head Start program made any adaptations to the curricula used by home
visitors? If you don’t have a specific curriculum for home visitors please say that as well.
YES ....................................................................................................................... 1
NO ......................................................................................................................... 0
GO TO A26
NOT APPLICABLE – NO CURRICULUM FOR HOME VISITORS ...................... n
GO TO A26
Don’t know ............................................................................................................ d
GO TO A26
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IF ANY ADAPTATION MADE IN A22 ANSWER A23
Source: Baby FACES 2018 – A9a
A23.
Please indicate for which, if any of the following was a reason you adapted the curriculum.
Select all that apply
a. Accommodating culture or language of your population
1
b. Accommodating age or developmental needs of your population
2
c.
3
Better aligning with abilities or preferences of home visitors
d. Logistical issues (such as to fit with program schedule, facilities, or
available materials)
None of the above were reasons for adapting the curriculum
4
9
IF ANY REASON GIVEN (1,2,3,or 4 RESPONSE IN A23) ANSWER A24 AND A25
Source: New Item – A9b
A24.
When you adapted the home visitor curriculum used in your EHS program did you ….
Mark all that apply
a. Remove content or materials?
1
b. Reorder the content or material (change the sequence)?
2
c.
3
Include new content/augment the existing content or materials?
d. Change the way content or materials are delivered (for example, using
materials available in the home)?
4
e. Accelerate or shorten the timeline for delivering content (without
dropping or adding content)?
5
f.
Translate the content or materials into a different language?
6
Didn’t do any of the above adaptations
9
Don’t know what adaptations were made to home visitor curriculum
d
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IF HOME VISITORS USE A CURRICULUM (A15=YES) ANSWER A26
Source: New Item – A9d
A26.
Some programs use checklists or standardized tools to assess the extent to which home
visitors are implementing the curriculum the way it was intended, that is, with fidelity. Which
of the following best describes what your program does.
MARK ALL THAT APPLY
Home visitors complete a checklist or standardized tool about how they use
the curriculum ........................................................................................................ 1
Supervisors or manager or others complete a checklist or standardized tool
during observations of home visitors .................................................................... 2
Our program does not use a checklist or other standardized tool to assess
how home visitors are using the curriculum .......................................................... 3
THERE IS NO SECTION B
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SECTION C. PROGRAM PROCESSES SUPPORTING RESPONSIVE
RELATIONSHIPS
Thinking about your EHS program goals related to responsive relationships between parents and
children…
Source: Adapted from Baby FACES 2018 – C6
C1.
Does your EHS program have a written plan that spells out specific steps or activities to
achieve your goals related to responsive relationships between parents and infants and
toddlers? If your program does not have goals related to responsive relationships between
parents and children, please select “Not applicable.”
Yes, have a written plan ........................................................................................ 1
No, don’t have a written plan ................................................................................ 0
GO TO C3
Not applicable, have no goals related to responsive relationships between
parents and children .............................................................................................. n
GO TO C3
IF WRITTEN PLAN (C1=1) ANSWER C2
Source: New Item – C6a
C2.
Which if any, of the following are included in your written plan to achieve program goals
related to responsive relationships between parents and infants and toddlers?
Select all that apply
Technical Assistance needs or requests related to parent-child relationships? ... 1
Professional development or training experiences for staff related to parentchild relationships? ................................................................................................ 2
Programming in support of parent-child relationships, for example,
socializations, workshops, or trainings for parents? ............................................. 3
Community partnerships designed specifically to support parent child
relationships? ........................................................................................................ 4
Policies to support parent-child relationships, such as schedules or flexibility
that accommodate family time? ............................................................................ 5
None of the above ................................................................................................. 6
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Source: Baby FACES 2018 – C7
C3.
Which, if any, of the following measures do you use to evaluate progress toward supporting
responsive relationships between parents and infants and toddlers? If you have no specific
measures to assess parent-child relationships indicate that as well. Do you use… (READ)
Select all that apply
An observation tool assessing parent-child relationships? ................................... 1
A survey of parents assessing parent-child relationships? ................................... 2
Something else? (SPECIFY) ................................................................................ 3
______________________________________________________________
No specific measure used to assess parent-child relationships ........................... 4
IF OBSERVATION IS USED (C3=1) ANSWER C4
Source: New Item – C7a
C4.
Is the observation tool that you are using to assess parent-child relationships, something
your program or agency created or did you get it from somewhere else?
Your program/agency created the observation tool .............................................. 1
Got the observation tool from somewhere else ................................................... 2
Don’t know where the observation tool came from ............................................... d
IF OBSERVATION TOOL OBTAINED ELSEWHERE (C4=2) ANSWER C5
Source: New Item – C7b
C5.
Do you happen to know the name of the observation tool?
(SPECIFY) ............................................................................................................ 99
______________________________________________________________
Don’t know the name of the observation measure
d
ASK C6-10 IF CENTER BASED. IF HOME BASED ONLY GO TO C11
Now please focus on EHS program goals related to responsive relationships between teachers and
children…
Source: Baby FACES 2018 – C8
C6.
Does your program have a written plan that spells out specific steps or activities to achieve
your goals related to responsive relationships between teachers and infants and toddlers? If
your program does not have goals related to responsive relationships between teachers and
children, please indicate that as well.
Yes, have a written plan ........................................................................................ 1
No, don’t have a written plan ................................................................................ 0
GO TO C8
Not applicable, have no goals related to responsive relationships between
teachers and children ............................................................................................ n
GO TO C8
IF WRITTEN PLAN (C6=1) ANSWER C7
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Source: New Item – C8a
C7.
Which if any, of the following are included in your plan to achieve program goals related to
responsive relationships between teachers and infants and toddlers?
Select all that apply
Technical Assistance needs or requests related to teacher-child relationships ... 1
Professional development or training experiences for staff related to teacherchild relationships .................................................................................................. 2
Community partnerships designed to support teacher-child relationships ........... 3
Policies to support teacher-child relationships, such as policies around
continuity of care or assigning primary caregivers ................................................ 4
Meetings or events that bring families and staff together ..................................... 6
None of the above ................................................................................................. 5
Source: Baby FACES 2018 – C9
C8.
Which, if any, of the following measures do you use to evaluate progress toward your goal
to support responsive relationships between teachers and infants and toddlers? If you have
no specific measures to assess teacher-child relationships indicate that as well. Do you
use…
Select all that apply
An observation tool assessing teacher-child relationships ................................... 1
A survey of parents assessing teacher-child relationships ................................... 2
Something else? (Specify) .................................................................................... 3
______________________________________________________________
No specific measure used to assess teacher-child relationships ......................... 4
IF OBSERVATION TOOL USED (C8=1) ANSWER C9
Source: New Item – C9a
C9.
Is the observation tool that you are using to assess teacher-child relationships, something
your program or agency created or did you get from somewhere else?
Your program/agency created the observation tool .............................................. 1
Got the observation tool from somewhere else ................................................... 2
Don’t know where the observation tool came from ............................................... d
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IF OBSERVATION TOOL OBTAINED ELSEWHERE (C9=2) ANSWER C10
Source: New Item – C9b
C10.
Do you happen to know the name of the observation tool?
(SPECIFY) ............................................................................................................ 99
______________________________________________________________
Don’t know the name of the observation measure
d
IF HOME-BASED OPTION ANSWER C11.
IF NO HOME BASED OPTION GO TO SECTION D
And finally, please focus on EHS program goals related to responsive relationships between home
visitors and families…
Source: Adapted from Baby FACES 2018 – C12
C11.
Does your program have a written plan that spells out specific steps or activities to achieve
your goals related to responsive relationships between home visitors and families? If your
program does not have goals related to responsive relationships between home visitors and
families, please indicate that as well.
Yes, have a written plan ........................................................................................ 1
No, don’t have a written plan ................................................................................ 0
Not applicable, have no goals related to responsive relationships between
home visitors and families ..................................................................................... n
IF WRITTEN PLAN (C11=1) ANSWER C12
Source: Adapted from Baby FACES 2018 – C12a
C12.
Which if any, of the following are included in your plan to achieve program goals related to
responsive relationships between home visitors and families?
Select all that apply
Technical Assistance needs or requests related to home visitor-family
relationships .......................................................................................................... 1
Professional development or training experiences for staff related to home
visitor-family relationships ..................................................................................... 2
Community partnerships designed to support home visitor-family relationships .. 3
Policies to support home visitor-family relationships, such as policies around
continuity or matching home visitors to families based on culture/language ........ 4
Meetings or events that bring families and staff together ..................................... 6
None of the above ................................................................................................. 5
Source: Adapted from Baby FACES 2018 – C13
C13.
Which, if any, of the following measures do you use to evaluate progress toward your goal
to support responsive relationships between home visitors and families? If you have no
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OMB DRAFT
specific measures to assess home visitor-family relationships indicate that as well. Do you
use…
Select all that apply
An observation tool assessing home visitor-family relationships .......................... 1
A survey of parents assessing home visitor-family relationships.......................... 2
Something else? (Specify) .................................................................................... 3
______________________________________________________________
No specific measure used to assess home visitor-family relationships ................ 4
IF OBSERVATION TOOL USED (C13=1) ANSWER C14
Source: New Item – C13a
C14.
Is the observation tool that you are using to assess home visitor-family relationships,
something your program or agency created or did you get from somewhere else?
Your program/agency created the observation tool .............................................. 1
Got the observation tool from somewhere else ................................................... 2
Don’t know where the observation tool came from ............................................... d
IF OBSERVATION TOOL OBTAINED ELSEWHERE (C14=2) ANSWER C15
Source: New Item – C13b
C15.
Do you happen to know the name of the observation tool?
(SPECIFY) ............................................................................................................ 99
______________________________________________________________
Don’t know the name of the observation measure
d
Thinking now about attendance...
Source: Baby FACES 2018 – C11
C16.
For what percentage of home-based families do you have concerns related to participating
in and showing up for weekly home visits?
0 – None ...................................................................................................................... 0
1 to 5 percent .............................................................................................................. 1
6 to 10 percent ............................................................................................................ 2
11 to 20 percent .......................................................................................................... 3
21 to 50 percent .......................................................................................................... 4
More than 50 percent (51-100%) ................................................................................ 5
Don’t know .................................................................................................................. d
IF ANY ATTENDANCE CONCERNS (C16 GREATER THAN 0) ANSWER C17
Source: New Item – C11a
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C17.
For home based families where you have concerns, what if any of the following do you do to
encourage participation in home visits? If you have no specific approaches to encourage
participation in or showing up for weekly home visits please indicate that as well.
Select all that apply
Call parents ........................................................................................................... 1
Text or email parents ............................................................................................ 2
Send a letter to the parents ................................................................................... 3
Set up a meeting with a family advocate, family service, worker, or other staff
member, or ............................................................................................................ 5
Messaging through social media such as Facebook ............................................ 8
Program-wide family education about the value of attendance ............................ 9
Something else? (Specify) .................................................................................... 6
______________________________________________________________
No specific approach to encourage participation ................................................. 7
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SECTION D. STAFF DEVELOPMENT AND TRAINING
The next questions are about supervision, coaching and staff development.
IF PROGRAM HAS HOME VISITORS ANSWER QUESTION D1 – D6.
IF NO HOME VISITING, GO TO D7 ON THE NEXT PAGE
Source: Adapted from Baby FACES 2009 – D1
D1.
Does your program do any of the following in supervising home visitors?
Do you….
Select all that apply
a. Provide training on reflective supervision to all supervisors of home
visitors?
1
b. Require supervisors to conduct regular individual supervision
meetings with home visitors
2
d. Require supervisors to conduct regular home visitor group
supervision meetings?
3
e. Require supervisors to conduct formal performance reviews with
home visitors?
4
c.
Require supervisors to observe staff on home visits regularly?
5
Don’t do any of the above when supervising home visitors
9
IF YOU PROVIDE TRAINING ON REFLECTIVE SUPERVISION (D1A=1) ANSWER D2
Source: Adapted from Baby FACES 2018 – D2a
D2.
How many times a year are supervisors of home visitors required to complete a training in
reflective supervision? Your best guess is fine.
|
|
|
| TIMES PER YEAR
Don’t know ............................................................................................................ d
IF SUPERVISORS CONDUCT INDIVIDUAL MEETINGS (D1B=2) ANSWER D3
Source: Adapted from Baby FACES 2018 – D2b
D3.
How many times a year do supervisors typically hold one-on-one supervision meetings with
home visitors? Again, your best guess is fine.
|
|
|
| TIMES PER YEAR
Don’t know ............................................................................................................ d
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IF SUPERVISORS CONDUCT GROUP MEETINGS (D1D=1) ANSWER D4
Source: New Item – D2d
D4.
How many times a year do supervisors typically hold group supervision meetings with home
visitors? Your best guess is fine.
|
|
|
| TIMES PER YEAR
Don’t know ............................................................................................................ d
IF SUPERVISORS CONDUCT FORMAL REVIEWS (D1E=1) ANSWER D5
Source: New Item – D2e
D5.
How many times a year do supervisors typically conduct a formal performance review for
individual home visitors?
|
|
|
| TIMES PER YEAR
Don’t know ............................................................................................................ d
IF SUPERVISORS CONDUCT OBSERVATIONS (D1C=1) ANSWERS D6
Source: New Item – D2c
D6.
How many times a year do supervisors typically conduct an observation of an individual
home visitor?
|
|
|
| TIMES PER YEAR
Don’t know ............................................................................................................ d
Source: New Item – D4
D7.
What information does your program use to inform a plan for staff training or professional
development?
SELECT ALL THAT APPLY
Input from staff about their training needs ............................................................ 1
Input from supervisors or coaches about the needs of the staff they supervise... 2
Observations of classrooms or home visits .......................................................... 3
Performance reviews ............................................................................................ 4
Educational qualifications of staff ......................................................................... 5
Requirements or guidelines from OHS or other licensing, accreditation, or
governing agency .................................................................................................. 6
A competency framework describing staff knowledge, skills, and abilities ........... 7
Child assessment data .......................................................................................... 10
Community needs assessment data ..................................................................... 11
Program goals ....................................................................................................... 12
Something else (SPECIFY): ___________________________________ .......... 9
None of the above ................................................................................................. n
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Source: Baby FACES 2018 – D6
D10.
Thinking only about your Early Head Start Training and Technical Assistance (T/TA) funding,
which of the following activities does it directly support? Does it support …
Select all that apply
Attendance at regional, state, or national early childhood conferences ............... 1
Paid preparation or planning time ......................................................................... 2
Mentoring or coaching........................................................................................... 3
Workshops or trainings sponsored by the program .............................................. 4
Support or funding to attend workshops or trainings provided by other
organizations ......................................................................................................... 5
Visits to other child care classrooms or centers ................................................... 6
A community of learners, also called a professional learning community,
facilitated by an expert .......................................................................................... 7
Tuition assistance ................................................................................................. 8
CDA, A.A., or B.A. courses ................................................................................... 9
Incentives such as gift cards to participate in Training/TA activities ..................... 10
Consultations with experts .................................................................................... 11
Other (SPECIFY) ____________________________________ ......................... 99
Does not support any of the above items ............................................................. n
IF PROGRAM HAS HOME VISITORS ANSWER SECTION D
IF NO HOME VISITORS GO TO SECTION E PAGE 23
Now please think about coaching. Some people may think of this as mentoring. A coach is a person,
usually someone other than your supervisor, who has expertise in specific areas and provides
ongoing professional development, performance feedback, and works with staff to improve
practice. Supervisors may do these things as well, but we are interested in whether staff have
coaches who are different from their supervisor.
Source: Adapted from FACES 2014 Center Director SAQ – D7
D11.
Is each Early Head Start home visitor formally assigned a coach?
Yes, all home visitors are assigned a coach who is different from their
supervisor .............................................................................................................. 1
GO TO D13
Some home visitors are assigned a coach who is different from their
supervisor .............................................................................................................. 2
GO TO D12
Supervisors of home visitors serve as coaches ................................................... 3
GO TO E1
No, we don’t have coaches for our home visitors ................................................. 0
GO TO E1
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IF ONLY SOME HOME VISITORS HAVE A COACH (D11=2) ANSWER D12
Source: New Item – D7a
D12.
What factors determine which Early Head Start home visitors get a coach?
Select all that apply
Home visitor requests a coach .............................................................................. 1
Home visitors with fewer than a certain number of years of experience .............. 2
Home visitors with less than a certain level of education ..................................... 3
Home visitors who are new to the program ......................................................... 4
Based on performance/supervisor recommendation ............................................ 5
None of the above ................................................................................................. n
Don’t know ............................................................................................................ d
IF PROGRAM HAS COACHES (D11=1 OR 2) ANSWER REMAINING QUESTIONS IN SECTION D
Source: Adapted from FACES 2014 Center Director SAQ – D8
D13D11.
Which of the following types of staff serve as coaches working with Early Head Start
home visitors? Again, we are interested in staff who serve as coaches, but NOT those who
also supervise home visitors.
Select all that
apply
Types of staffing serving as coaches to home visitors
a. More experienced home visitors in your program?
1
b. Education coordinators?
2
c.
3
Consultants hired by your program?
d. Coaches employed by the program whose sole job is coaching (that is, not
consultants or staff whose primary role is as a home visitor, manager, or director)?
4
e. The center director or manager?
5
f.
6
Other specialists on the program or center staff?
g. Someone else? (SPECIFY)
7
_______________________________________________
Don’t know the type of staff that serve as coaches
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D
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Source: New item
D13.1 How many of the staff that serve as coaches to your home visitors have a coaching
certificate or coaching credential?
All of them ................................................................................................................... 4
Most of them ............................................................................................................... 3
Some of them ............................................................................................................. 2
None of them ............................................................................................................... 1
Don’t know how many have a certificate or credential ................................................ d
Source: Adapted from FACES 2014 Center Director SAQ – D9
D14.
How many EHS home visitors are typically assigned to each coach? (If the caseload varies
by coach, please estimate the average caseload). Your best guess is fine.
1 home visitor per coach ....................................................................................... 1
2 home visitors per coach ..................................................................................... 2
3-5 home visitors per coach .................................................................................. 3
6-10 home visitors per coach ................................................................................ 4
More than 10 home visitors per coach .................................................................. 5
Don’t know how many home visitors per coach .................................................... d
Source: Adapted from FACES 2014 Director SAQ – D10
D15.
Do coaches working with Early Head Start home visitors in your program use any of the
following specific models or approaches?
Select all that apply
Practice-based coaching? ..................................................................................... 1
Coaching tied to the curriculum used by your home visitors (for example,
Parents as Teachers)? .......................................................................................... 2
Relationship-based coaching? .............................................................................. 4
Some other model or approach? (Specify) ........................................................... 99
_____________________________________________________________
Do not use any of the above models/approaches ................................................ n
Don’t know ............................................................................................................ d
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Source: Adapted from FACES 2014 Center Director SAQ – Center C3.1
D16.
Next, please think about coaches that work with teachers in your program. How many EHS
teachers are typically assigned to each coach? (If the caseload varies by coach, please
estimate the average caseload. Your best guess is fine.
0 – teachers in this program are not seen by a coach .......................................... 0
1 teacher per coach .............................................................................................. 1
2 teachers per coach ............................................................................................. 2
3-5 teachers per coach ......................................................................................... 3
6-10 teachers per coach ....................................................................................... 4
More than 10 teachers per coach ......................................................................... 5
Don’t know how many teachers per coach ........................................................... d
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SECTION E. DATA USE AND STAFFING
The next questions are about data and information that may be available to you.
Source: Baby FACES 2018 – E1
E1.
Programs collect or have access to a number of different types of data that provide
information on children’s progress, family needs and wellbeing, and the quality of services
provided. Child assessment and/or data related to family needs includes information
gathered from direct one-on-one assessments, structured observations, or parent report
measures.
Thinking first about guiding program management or continuous program improvement in
your EHS program. How useful are each of the following types of data to you or other
managers? If you don’t use these data for this purpose please indicate that.
Select one per row
DON’T USE THESE
DATA FOR
NOT
PROGRAM
APPLICABLE –
MANAGEMENT OR NO CENTER OR
CONTINUOUS
NO HOME
IMPROVEMENT
VISITORS
VERY
USEFUL
USEFUL
A LITTLE
USEFUL
NOT
USEFUL
a. Child assessment data
on early learning
outcomes as outlined in
the Head Start Early
Learning Outcomes
Framework
1
2
3
4
5
d
b. Data related to family
needs on parent-child
relationships and family
wellbeing
1
2
3
4
5
d
Classroom observation
data on the relationship
or quality of interactions
between teachers and
infants and toddlers
1
2
3
4
5
n
d
d. Home visitor
observation data on the
relationships or quality
of interactions between
home visitors and
families
1
2
3
4
5
n
d
TYPE OF DATA
c.
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DON’T
KNOW
OMB DRAFT
Source: Adapted from Baby FACES 2018 – E1.1
E2.
Focus now on developing community partnership with your EHS program. How useful are
each of the following types of data to you or other managers for developing community
partnerships? If you don’t use these data for this purpose please indicate that..
Select one per row
DON’T USE THESE
NOT
DATA FOR
APPLICABLE –
DEVELOPING
NO CENTER OR
COMMUNITY
NO HOME
PARTNERSHIPS
VISITORS
VERY
USEFUL
USEFUL
A LITTLE
USEFUL
NOT
USEFUL
a. Child assessment data
on early learning
outcomes as outlined in
the Head Start Early
Learning Outcomes
Framework
1
2
3
4
5
d
b. Data related to family
needs on parent-child
relationships and family
wellbeing
1
2
3
4
5
d
Classroom observation
data on the relationship
or quality of interactions
between teachers and
infants and toddlers
1
2
3
4
5
n
d
d. Home visitor
observation data on the
relationships or quality
of interactions between
home visitors and
families
1
2
3
4
5
n
d
TYPE OF DATA
c.
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DON’T
KNOW
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Source: Adapted from Baby FACES 2018 – E1.2
E3.
How useful are each of the following types of data to you or other managers for planning
technical assistance and professional development for your Early Head Start program?
Select one per row
DON’T USE THESE
DATA FOR
NOT
TECHNICAL
APPLICABLE –
ASSISTANCE AND NO CENTER OR
PROFESSIONAL
NO HOME
DEVELOPMENT
VISITORS
VERY
USEFUL
USEFUL
A LITTLE
USEFUL
NOT
USEFUL
a. Child assessment data
on early learning
outcomes as outlined in
the Head Start Early
Learning Outcomes
Framework
1
2
3
4
5
d
b. Data related to family
needs on parent-child
relationships and family
wellbeing
1
2
3
4
5
d
Classroom observation
data on the relationship
or quality of interactions
between teachers and
infants and toddlers
1
2
3
4
5
n
d
d. Home visitor
observation data on the
relationships or quality
of interactions between
home visitors and
families
1
2
3
4
5
n
d
TYPE OF DATA
c.
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DON’T
KNOW
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Source: Adapted from Baby FACES 2018 – E1.3
E4.
And how useful are each of the following types of data to you or other managers for placing
children with specific home visitors or reassigning home visitors in your Early Head Start
program?
Select one per row
NOT
DON’T USE THESE APPLICABLE –
DATA FOR HOME NO CENTER OR
VISITOR
NO HOME
PLACEMENT
VISITORS
VERY
USEFUL
USEFUL
A LITTLE
USEFUL
NOT
USEFUL
a. Child assessment data
on early learning
outcomes as outlined in
the Head Start Early
Learning Outcomes
Framework
1
2
3
4
5
d
b. Data related to family
needs on parent-child
relationships and family
wellbeing
1
2
3
4
5
d
Classroom observation
data on the relationship
or quality of interactions
between teachers and
infants and toddlers
1
2
3
4
5
n
d
d. Home visitor
observation data on the
relationships or quality
of interactions between
home visitors and
families
1
2
3
4
5
n
d
TYPE OF DATA
c.
DON’T
KNOW
IF HOME VISITING ASK REST OF SECTION E.
IF NO HOME VISITING PROGRAMS GO TO SECTION F
Now, please think about your staffing.
Source: New Item – E6a
E5.
How many Early Head Start home visitors do you currently employ? Your best estimate is
fine.
|
|
|
| NUMBER
Don’t know
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Source: New Item – Adapted from the Migrant and Seasonal Head Start Study, 2017 (new)
E6.
What percentage of your EHS home visitors did your program have to replace at the start of the
program year because the home visitors did not return after last year? (That is home visitors
that left between program years.)
0 – No home visitors left between last program year and this program year ............. 0
1 to 5 percent .............................................................................................................. 1
6 to 10 percent ............................................................................................................ 2
11 to 20 percent .......................................................................................................... 3
21 to 50 percent .......................................................................................................... 4
More than 50 percent (51-100%) ................................................................................ 5
Don’t know .................................................................................................................. d
Source: New Item – Adapted from the Migrant and Seasonal Head Start Study, 2017 (new)
E7.
And what percentage of your EHS home visitors did you have to replace after the start of the
program year? (That is home visitors that left during the current program year.)
0 – No home visitors left during the current program year .......................................... 0
1 to 5 percent .............................................................................................................. 1
6 to 10 percent ............................................................................................................ 2
11 to 20 percent .......................................................................................................... 3
21 to 50 percent .......................................................................................................... 4
More than 50 percent (51-100%) ................................................................................ 5
Don’t know .................................................................................................................. d
ASK E8 IF ANYONE LEFT THE PROGRAM ((E6=1-5 OR D) OR (E7=1-5 OR D)):
Source: New Item – Adapted from the Migrant and Seasonal Head Start Study, 2017 (new)
E8.
Please mark the primary three reasons that home visitors left your program.
SELECT UP TO THREE
REASONS
a. Transitioned to another position in your program
1
b. Pursue their education
2
c
3
Higher pay in an equivalent early childhood job at another program
d. Higher level early childhood position at another program
4
e. Better work hours in another job
5
f.
Transportation needs
6
g. Left early childhood field
7
h
Personal reasons
8
OTHER (SPECIFY) ______________________________________
9
Don’t know why home visitors left
d
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Source: New Item – Adapted from the Migrant and Seasonal Head Start Study, 2017 (new)
E9.
What is your program doing or trying to do to reduce home visitor turnover?
SELECT ALL
THAT APPLY
a. Increasing home visitor salaries and benefits
1
b. Hiring or recruiting more assistants or aides for home visitors
2
c
3
Providing more or better training or education
d. Providing more opportunities for career advancement
4
e. Providing better fringe benefits
5
f.
6
Giving home visitors more say in choice of curriculum and planning activities
g. Providing home visitors with better materials or physical space for completing
paperwork
h
i.
7
Decreasing the number of family/child slots or hours of operations in order to have
more fiscal resources to provide home visitors with higher salaries and/or benefits
8
Increasing positive relationships within the program
9
OTHER (SPECIFY) _________________________________
10
None of the above, no need to reduce home visitor turnover
n
Don’t know what is being done to reduce home visitor turnover
d
Source: Adapted from Baby FACES 2009 – E11
E10. ....................................................................................................................... How difficult is it for
you to hire home visitors whom you think of as highly qualified to work in your
Early Head Start program? Would you say… Very difficult .................................. 1
Somewhat difficult ................................................................................................. 2
Not too difficult, or ................................................................................................. 3
GO TO
SECTION F
Not at all difficult? .................................................................................................. 4
GO TO
SECTION F
NOT APPLICABLE – NOT INVOLVED IN HIRING DECISIONS ......................... n
GO TO
SECTION F
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SECTION F. DEMOGRAPHICS
These last questions are about you.
Source: Adapted from Baby FACES 2009 – F1
F1.
Are you male or female?
Male....................................................................................................................... 1
Female .................................................................................................................. 2
Other ..................................................................................................................... 3
Source: OMB Guidance – F2
F2.
Are you of Hispanic, Latino/a, or Spanish origin? You may select one or more.
Select all that apply
Not of Hispanic, Latina/o, or Spanish origin .......................................................... 1
Mexican, Mexican American, Chicano/a ............................................................... 2
Puerto Rican ......................................................................................................... 3
Cuban .................................................................................................................... 4
Another Hispanic, Latino/a, or Spanish origin ....................................................... 5
Source: OMB Guidance – F3
F3.
What is your race? You may select one or more. Are you…
Select all that apply
White ..................................................................................................................... 1
Black or African American ..................................................................................... 2
American Indian or Alaska Native ......................................................................... 3
Asian ..................................................................................................................... 4
Native Hawaiian or Other Pacific Islander ............................................................ 5
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Source: Adapted from Baby FACES 2009 – F4
F4.
What is the highest level of school you have completed?
If you are still in school or no longer in school, please tell us about the last year of schooling
you finished.
Less than a high school diploma ........................................................................... 1
GO TO F5
High school diploma or equivalent ........................................................................ 2
GO TO F5
Some vocational/technical school, but no diploma ............................................... 3
GO TO F5
Vocational/technical diploma ................................................................................ 4
GO TO F5
Some college courses, but no degree .................................................................. 5
GO TO F5
Associate’s degree ................................................................................................ 6
GO TO F7
Bachelor’s degree ................................................................................................. 7
GO TO F7
Graduate or professional school, but no degree ................................................... 8
GO TO F7
Master’s degree (M.A., M.S.) ................................................................................ 9
GO TO F7
Doctorate degree (PH.D., ED.D.) .......................................................................... 10
GO TO F7
Professional degree after Bachelor’s degree (Medicine/MD; Dentistry/DDS;
Law/JD/LLB; etc.) .................................................................................................. 11
GO TO F7
IF LESS THAN AN ASSOCIATE’S DEGREE IN F4 ANSWER F5 AND F6
Source: Adapted from Baby FACES 2009 – F5
F5.
Do you currently have either of the following credentials or certificates?
Select one per row
YES, I HAVE IT
AND IS
CURRENT
HAD IT BUT
NOT CURRENT
NO, I DON’T
HAVE IT
DON’T
KNOW
a. An Infant/Toddler Child Development
Associate (CDA) credential
1
2
0
d
b. Some other kind of CDA credential or
state awarded certificate/license
1
2
0
d
IF LESS THAN AN ASSOCIATE’S DEGREE IN F4 ANSWER F6
Source: Adapted from Baby FACES 2018 – F5.1
F6.
Are you currently working toward an associate’s or a bachelor’s degree?
YES ....................................................................................................................... 1
NO ......................................................................................................................... 0
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IF ASSOCIATE’S DEGREE OR HIGHER IN F4 ANSWER F7 AND F8.
Source: Adapted from Baby FACES 2018 – F5.2
F7.
Is your degree in Early Childhood Education or a related field?
YES ....................................................................................................................... 1
NO ......................................................................................................................... 0
IF ASSOCIATE’S DEGREE OR HIGHER IN F4 ANSWER F8
Source: Source: Adapted from Baby FACES 2018 – F5a
F8.
Did your degree or graduate work include the study of or a focus on prenatal or
infant/toddler development?
YES ....................................................................................................................... 1
NO ......................................................................................................................... 0
ALL
Source: Adapted from Baby FACES 2009 – F6
F9.
In total, how many years have you been working in Early Head Start?
IF LESS THAN ONE YEAR, WRITE IN ZERO. ROUND TO WHOLE NUMBERS
|
|
| NUMBER OF YEARS
Source: Adapted from Baby FACES 2009 – F7
F10.
In total, how many years have you been working in this program?
IF LESS THAN ONE YEAR, WRITE IN ZERO. ROUND TO WHOLE NUMBERS
|
|
| NUMBER OF YEARS
The next few questions ask about your years being a director. We use the term “director” for
simplicity. If you have a different title, such as manager or coordinator, please answer about your
time in this position.
Source: Adapted from Baby FACES 2009 – F8
F11.
In total, how many years have you been the director of this program?
IF LESS THAN ONE YEAR, WRITE IN ZERO. ROUND TO WHOLE NUMBERS
|
|
| NUMBER OF YEARS
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OMB DRAFT
Source: Adapted from Baby FACES 2009 – F9
F12.
Before you became a director, how many years of experience did you have as a teacher or
home visitor in any Early Head Start program?
Please round your response to the nearest whole year.
IF LESS THAN ONE YEAR, WRITE IN ZERO. ROUND TO WHOLE NUMBERS
|
|
| NUMBER OF YEARS
Source: Adapted from Baby FACES 2009 – F10
F13.
In total, how many years have you been a director in any early childhood program? Please
include your time as director at this program.
Please round your response to the nearest whole year.
IF LESS THAN ONE YEAR, WRITE IN ZERO. ROUND TO WHOLE NUMBERS
|
|
| NUMBER OF YEARS
Thank you for taking the time to complete this survey. This information will help us better
understand the Early Head Start program services and the delivery of services to infants and
toddlers and families.
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OMB DRAFT
| File Type | application/pdf |
| File Title | Baby FACES Spring 2020 Program Director |
| Subject | Questionnaire |
| Author | MATHEMATICA |
| File Modified | 2020-02-21 |
| File Created | 2020-02-21 |