Implementing Early Steps to School Success™—Home Visiting

Implementation last updated: 2019

The information in this profile reflects feedback, if provided, from this model’s developer as of the above date. The description of the implementation of the model(s) here may differ from how the model(s) was implemented in the research reviewed to determine this model’s evidence of effectiveness. Inclusion in the implementation report does not mean the practices described meet the HHS criteria for evidence of effectiveness. Similarly, models described here may not all have impact studies, and those with impact studies may vary in their effectiveness. Please see the Effectiveness button on the left for more information about research on the effectiveness of the models discussed here.

Materials and forms to support implementation

Operations manuals

In addition to the training manuals and curriculum materials, there is also a data manual and a guide for the program quality assessment site visits (described under Fidelity Measurement).
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Service delivery forms

Early Steps-Home Visiting uses the following forms during service delivery:

  • Enrollment forms identifying the family group, income, and other demographic information;
  • Goal-setting forms completed during each home visit;
  • Web-based data collection forms submitted monthly for tracking service delivery, assessments, and training completion;
  • Family risks and resources inventory; and
  • Child and parent outcomes report, which is updated annually.
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Assessment tools

Home visitors use the following assessment tools when working with children and families:

  • Ages and Stages Questionnaire to assess children’s language development;
  • Peabody Picture Vocabulary Test (PPVT) administered at age 3 to assess language development;
  • Home Observation Measurement of the Environment;
  • Parenting Interactions with Children: Checklist of Observations to assess parent–child interactions; and
  • Home Visit Rating Scales to assess home visitor–parent interactions.
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Curriculum

Early Steps-Home Visiting uses the Plan and Play curriculum co-developed with ZERO TO THREE. The curriculum covers the school readiness domains of language, cognitive, gross and fine motor, and social emotional development. The curriculum includes guidance and handouts designed to help the home visitor:

  • Plan and implement home visits that support positive parent–child interactions;
  • Understand and discuss how a child’s school readiness skills develop from birth;
  • Provide parents with the information and parenting strategies they need to nurture their child’s school readiness skills in the first three years; and
  • Establish a long-term, collaborative relationship with parents in which they feel supported, comfortable, safe, and nurtured.

Early Steps-Home Visiting also includes an early math curriculum and a caregiver-focused social-emotional curriculum, Shelter from the Storm, developed by ZERO TO THREE.

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Available languages

All materials are available in English and Spanish.
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Fidelity measurement

Each year, home visitors must take a competency assessment, and a training plan is developed for each home visitor based on the assessment results. No information is available on what is assessed or who conducts the assessment and develops the training plan.

Every two years, a team of peers and supervisors conducts site visits to each implementing school district to assess program quality. No additional information is available on who comprises the team that conducts the site visit. If necessary, the team creates action plans to address issues identified. School districts must implement the action plans within 90 days. No information is available on what factors are assessed during the visit.

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Fidelity standards

School districts implementing Early Steps-Home Visiting are required to meet the following fidelity standards:

  • Full enrollment, which is defined as 19 to 20 children per home visitor;
  • Each family receives an average of 1.9 home visits per month;
  • 89 percent of 3-year-olds are in the normal range on the PPVT;
  • Monthly parent–child groups are held; and
  • Parents report that they read to their child at least once per day.
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Implementation notes

The information contained on this page was last updated in August 2019. Recommended Further Reading lists the sources for this information. In addition, the information contained in this profile was reviewed for accuracy by Judith Jerald, Senior Early Childhood Advisor, Save the Children, on May 1, 2019. HomVEE reserves the right to edit the profile for clarity and consistency.

 

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