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.

Prerequisites for implementation

Type of implementing program

Local school districts typically implement Early Steps, including Early Steps-Home Visiting, supported by a grant from Save the Children or another funding entity. However, other types of organizations also can implement the model. In such cases, developing a relationship with the school district is a key focus of the local program.

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Staffing requirements

Early Steps-Home Visiting is implemented by home visitors that a school district hires. These staff also coordinate recruitment and community events, thus bearing the title “coordinator.” School personnel, usually the school principal, supervise the home visitors.

Regional program specialists hired by Save the Children support implementation at up to eight sites. They mentor and coach the home visitors and oversee the quality of local implementation.

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Staff education and experience

The home visitors are paraprofessionals from the local implementing community. There are no required education qualifications for home visitors because Save the Children provides training; however, Save the Children prefers that home visitors have at least a high school diploma. Save the Children also recommends that home visitors be flexible and nonjudgmental, have a desire to learn, be able to set boundaries, and be emotionally responsive.

Regional program specialists are required to have at least a master’s degree with infant/toddler expertise and have experience in training, reflective supervision, mentoring, coaching, and working in rural areas.
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Supervision requirements

A regional program specialist supervises the home visitor’s implementation of the model. The regional program specialist provides four to six hours per month of on-site reflective supervision, mentoring, and coaching. The regional program specialist works closely with the school’s principal or other school staff who supervise the home visitor as a school employee. Save the Children recommends that one regional program specialist supervise eight home visitors.

The senior early childhood specialists in the Early Steps national office provide a minimum of weekly supervision meetings with the regional program specialists.

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Staff ratio requirements

Early Steps-Home Visiting requires a caseload of 20 children per home visitor.

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Data systems/technology requirements

The home visitor must submit service delivery information monthly to the Early Steps national web-based data collection system. The national data manager reviews the data for accuracy and contacts the home visitor with any questions. The national data manager sends the results to the home visitor’s regional program specialist and the school’s principal or other school staff who supervise the home visitor monthly for their review.

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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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