By working in a partnership that is driven by parents' identification of their family's strengths and needs, parents and staff determine how the program can support families in pursuing their goals. This rationale serves 45 CFR 1304.40(a)(1)-(5).

Early establishment of a partnership process between parents and staff provides for the exchange of valuable information about the child and her or his family. Sensitivity to family privacy is important, however, as parents have the right to choose how much personal information to share, as well as if and how this information is recorded. The desire of agencies to collect information "up front," therefore, must be balanced against the necessity of allowing time for staff and families to develop meaningful one-on-one relationships. Early and frequent interaction and follow-up help build trusting relationships. Once such relationships are established, parents will be more likely to openly discuss issues that interest or concern them.

See 45 CFR 1304.51(g) concerning record-keeping systems.

The family partnership agreement process provides opportunities for families to set goals and to design an individualized approach for achieving those goals. Staff assist families, when they are ready, in identifying and defining goals in measurable terms, discussing what needs to be done to achieve these goals, and how the accomplishment of each goal will be determined.

To facilitate efficient access to appropriate information, grantee and delegate agencies:

• Discuss with families other community agencies that are assisting them currently or have assisted them previously;
• Develop an approach to confidential information sharing that is sensitive to family privacy and endorsed by all human service agencies in the community; and
• Develop strategies with other community agencies to ensure that responsibility for delivering services to the family is shared properly.

In collaboration with parents, staff develop a variety of group and individual opportunities to interact with parents on a regular basis. Interactions with families recognize the customs and beliefs of children and families. To develop meaningful relationships with families, agencies:

• Work with Parent Committees to plan and publicize an array of individual options and group activities;
• Include culturally relevant activities that interest both men and women;
• Plan activities at varying times of the day and week - such as at breakfast, at the end of the day, or on weekends - in order to encourage the participation of as many parents as possible;
• Develop alternative work schedules to allow staff to interact with working families during weekend events, such as picnics, religious and Tribal ceremonies, or other cultural events;
• Respect the uniqueness of each family, and train staff and volunteers to recognize that families differ across many dimensions, including language, family structure, religion, and educational and socioeconomic background;
• Maintain an annual calendar of culturally relevant dates, taking care not to acknowledge one group while possibly slighting another;
• Consider the needs of family members with disabilities when planning meetings and activities; and
• Honor the primary language of the family by enlisting the aid of bilingual and biculturally trained individuals who have experience with the cultures and languages of families.

All families can benefit from access to community services and resources. This rationale serves 45 CFR 1304.40(b)(1)-(c)(3).

See 45 CFR 1304.40(b)(2) regarding follow-ups to service referrals, 45 CFR 1304.40(g)(1)(ii) on providing comprehensive information about community resources, and 45 CFR 1304.41(a)(2) on establishing collaborative relationships with community organizations.

Because of the diversity of interests and needs of families, staff are familiar with the array of available services (and of the quality of such services). Agencies assist parents in learning how to identify and access community services in the following ways:

• Make appropriate references in the family partnership agreement process to community resources that are critical for accomplishing goals;
• Provide up-to-date resource directories, invite representatives from various community agencies to speak with individual families and at committee meetings, and maintain displays that include brochures and information sheets concerning community services;
• Assist in locating services, translators, and translations in the families' preferred languages; and
• Form partnerships with other community agencies to assist families to gain access to services and resources.

Families may require immediate assistance; and, agencies have clear policies and guidelines related to crisis intervention in order to address these needs. It is important to train staff in culturally sensitive, realistic crisis intervention techniques and procedures for referring families to appropriate resources in the community. Home visitors and other staff who provide services directly to families are able to identify signs of crisis, to make referrals that link families to appropriate services, and to support families during crisis periods, without building dependence.

See 45 CFR 1304.24(a)(3)(iv) concerning community mental health resources, 45 CFR 1304.40(f) regarding mental health education programs, and 45 CFR 1304.41(a)(2)(ii) concerning community partnerships with mental health providers. Also, see 45 CFR 1301.31(e), Appendix A to 45 CFR 1301.31, and 45 CFR 1304.22(a)(5) concerning requirements for reporting child abuse and neglect, and 45 CFR 1304.52(k)(3) for related training.

Agencies assist parents to form linkages with counseling programs that target specific mental health issues. Educational materials and opportunities to learn about mental health can be provided through brochures, bulletin boards, community resource and referral information, support groups, and by ensuring that well-informed staff are available to informally and confidentially discuss issues with children and families and to make appropriate referrals.

• prevention programs for at-risk families,
• help for other family members through such groups as Al-Anon and other support organizations,
• identification of resources relating to domestic violence, and
• information about local substance abuse treatment programs.

Staff assist parents in identifying and securing access to continuing education, training, and employment opportunities by:

• Encouraging and assisting parents to participate in and keep a record of volunteer work and training activities, both inside and outside the Head Start community, particularly in areas that may lead to paying jobs;
• Providing information and referrals to education and training programs;
• Establishing a formal career path within the Head Start program;
• Forming partnerships with family literacy and adult education programs, training programs, and employment service programs; and
• Becoming a formal training or work site for welfare-to-work programs.

While Head Start staff and families are assessing the accomplishment of goals identified through the family partnership agreement process, they also discuss the level of family satisfaction with the services they receive. To determine such satisfaction (or lack of satisfaction), staff may ask parents to discuss questions such as:

• Did the services match your family's individual needs and expectations?
• Did the service agency treat you with understanding and respect?
• What problems, if any, did you encounter at the agency?
• Do you have suggestions for what Head Start staff could do to improve the process of referring families to services?

See 45 CFR 1304.40(f) concerning health, nutrition, and mental health education; and see 45 CFR 1304.24(a)(1)(vi) for additional guidance on supporting parents' participation in any mental health interventions.

As staff serve as advocates and liaisons between pregnant women and service providers, their role includes:

• Educating pregnant and breast feeding women through brochures, bulletin boards, discussions, and other means about proper health and nutrition and about the effects of substance abuse on fetal development;
• Explaining how inadequate nutrition leads to the delivery of low birthweight babies, and assisting families to access and to enroll in assistance agencies, such as the Supplemental Nutrition Program for Women, Infants, and Children (WIC);
• Encouraging expectant parents to keep all prenatal appointments and to attend all childbirth classes. Staff encourage the participation of fathers, while remaining sensitive to the cultural backgrounds of families;
• Working with the Health Services Advisory Committee to develop linkages in the community that assist pregnant women;
• Discussing with parents the need to be prepared to provide information to health care providers about genetic, environmental and other health risks;
• Helping expectant parents to identify family and cultural support networks that may provide support and assistance;
• Establishing a support group for new and expectant parents;
• Developing and making available a list of substance abuse treatment programs, including those that work with pregnant women; and
• Identifying resources to meet day-to-day needs, such as baby clothing and diapers.

Both mothers and fathers, as well as any other family members responsible for infant care, are encouraged to learn about fetal development and proper postpartum care. Such education and information includes:

• basic knowledge about fetal development,
• risks to the fetus that may occur during pregnancy, such as effects from alcohol, smoking, and other toxic substances,
• what to expect during labor and delivery, and encouragement for families to attend childbirth classes. Agencies may make arrangements for staff or volunteers interested in training as labor support persons to be with parents during labor and delivery,
• what to expect during postpartum recovery, including the possibility of maternal depression, and
• a schedule of community-based parenting classes and support groups, or parenting classes at the program.

See 45 CFR 1304.23(b)(1)(iv) on nutrition needs of infants and toddlers, and 45 CFR 1304.23(e)(2) on facilities for the storage of breast milk.

It is important to respect each mother's decision concerning whether or not to breast feed, and to be sensitive to cultural differences that may affect that decision. Agencies serving pregnant women, infants, and toddlers support those mothers who choose to breast feed by:

• Conveying a positive attitude toward breast feeding in orientation and educational programs, and in culturally appropriate materials for mothers;
• Designating a quiet, comfortable, and private place where mothers may nurse their infants;
• Providing mothers with necessary fluids and nutritious snacks; and
• Training staff to serve as lactation (breast feeding) consultants.

Parent participation in the design of activities and experiences that will assist in expanding parental strengths and interests is essential. By welcoming parents during all program hours, agencies demonstrate respect for them as the primary educators of their children. Observation of children and participation in group activities also provide parents with opportunities to learn how programs operate and to see how their child is learning and growing. This rationale serves 45 CFR 1304.40(d)(1)-(3).

Establishing a process through which parents and staff jointly determine the activities to be developed leads to more meaningful parent involvement. Together, parents and staff decide what roles parents and other community agencies play in assisting staff to plan and implement activities consistent with parents' needs and interests, and with the cultural and linguistic diversity of the families (see 45 CFR 1304.40(a)(5)).

See 45 CFR 1306.33(b) for parental participation requirements in home-based programs.

The program staff welcome parents and communicate the importance of parental participation to the success of the Head Start experience by:

• Maintaining an environment in which all family members are welcome at all times - men as well as women, and members of extended and non-traditional families. Visual cues, such as pictures and posters, indicate to fathers and extended family members that they are welcome;
• Informing parents of the different volunteer roles and parental involvement opportunities that are available. Parents participate in classrooms, on field trips, in community events, in supporting program operations, and by preparing materials at home; and
• Arranging opportunities for parent participation that take into account parental work, education, or training schedules, as well as family obligations.

See 45 CFR 1304.52(b)(3) regarding the requirement that parents be given priority for employment in positions for which they are qualified.

Through the development of an ongoing volunteer program, agencies place parents in positions that match their interests, abilities, and time availability, and that provide opportunities to add to their job skills and experience. Agencies assign a person the duties of coordinating and supporting volunteers. It is important to develop a diverse array of volunteer opportunities that span many areas of the program.

• Selecting parents as substitute classroom aides;
• Establishing on-site training classes offered by local institutions; and
• Providing evening and weekend sessions on developing job-readiness and job skills.

Parental involvement in the program's approach to child development and education enhances the ability of parents and staff to work together to support each child's growth and learning in the home and program environments. Parents who understand how children grow and develop usually are more responsive to their children's needs, and are better able to support child development. Parental involvement also provides parents with opportunities to share knowledge about their children so that staff can individualize the program to support each child's individual pattern of development and learning. This rationale serves 45 CFR 1304.40(e)(1)-(5).

See 45 CFR 1304.21(a)(2) on involving parents in planning activities for the child development and education program, and 45 CFR 1304.21(c)(1) on implementing a curriculum.

Some suggestions for involving parents in the ongoing process of individualizing and developing the program's approach to child development and learning follow:

• Develop a process for parents to make suggestions, individually or in groups, on such topics as goals and activities for children, what staff and parents can do to help children achieve developmental and educational goals, and the relevance of the curriculum to the culture and language of enrolled families;
• Provide parents and staff with information and training on developmentally appropriate practices;
• Provide opportunities for parents, community members, and early childhood professionals to serve on education committees and subcommittees; and
• Involve parents in planning classroom and home activities in areas such as art and music experiences, field trips, storytelling, and preparation of foods particular to their various cultures.

When home visitors and other staff work with parents, parents are active partners in the learning process. In accordance with the principles of adult learning, staff:

• Encourage active participation, independent learning, and problem-solving;
• Identify, acknowledge, and build upon past experiences, and use current experiences as learning opportunities; and
• Use the home as the setting for adult learning, to enhance the parents' role as the primary educators of their children.

See 45 CFR 1304.51(c) on staff-family communications; and see the Head Start Home Visitor Handbook.

Ways to support family members in their parenting roles include:

See 45 CFR 1304.21(a)(4)(iii) and (iv) on promoting language use of children and supporting children's emerging literacy and numeracy development; and see CFR 1304.41(a)(2)(vii) on forming partnerships with institutions such as libraries and museums.

To increase family participation in literacy-related services, staff:

Rationale:

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Guidance:

• Use a variety of methods for conveying information, for example, guest speakers, hands-on experiences, or newsletters;
• Consider parent attitudes, cultures, languages, beliefs, fears, and educational levels. To the extent possible, education for parents should be designed around each family's individual characteristics;
• Make use of content experts in the areas of health, nutrition, and mental health for assistance in designing appropriate programs;
• Refer to the Community Assessment, and consider using community resources when developing education programs for parents; and
• Consult with the Health Services Advisory Committee.

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By working with parents, both individually and in groups, agencies assist families to become more aware of basic aspects of health care systems, and the services that are available to them. Staff and parent discussions about health care emphasize the importance of parents understanding all medical and dental procedures affecting their child, particularly as treatment relates to the family's knowledge about child health and development. Staff encourage parents to:

• Accompany their child to appointments, provide emotional support, if the child is apprehensive, and ask providers to explain medical conditions and procedures in understandable terms;
• Enroll in a system of ongoing family health care, rather than relying upon emergency rooms. Agencies provide the names and addresses of medical practices, clinics, or health maintenance organizations, including a list of providers who accept Medicaid, as well as information about after-hours care and how to obtain medical advice by telephone;
• Apply for Medicaid. Options for obtaining health insurance or low-cost medical care are discussed, if the family is not eligible for Medicaid;
• Recognize the importance of preventive care and of detecting signs of health problems;
• Model healthy behaviors by having the child observe parents going to the doctor and dentist; and
• Keep their child connected with a "medical home," after the child leaves Head Start.

In some cases, staff will need to work with parents and providers to facilitate more active parent involvement. For example, the schedule of working parents may make them unable to accompany their children to examinations. Night clinics or services at non-traditional times will make services more accessible. Services are not delayed or denied because of parents' working hours. If parents are unable to accompany their children to appointments, they are provided information about treatment and follow-up.

Home visitors and other staff encourage and assist parents to integrate health education into daily routines in the home. For example, staff assist parents in assembling a first aid kit, including information on emergency first aid, and in "child-proofing" the home.

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An effective nutrition education program conveys the message that what the child eats has long-term effects on health and development. Nutrition education provided by program staff is a supplement to, and not a replacement for, nutritional advice from health care professionals.

Parents and staff share information about the child's eating habits and nutritional needs on an ongoing basis. In addition to the topics required by 45 CFR 1304.23(a), discussions between staff and parents can focus on such issues as economical food buying and individual family challenges, such as distance from supermarkets or inadequate refrigeration or cooking facilities.

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See 45 CFR 1304.24(a)(1)(vi) on supporting parents' participation in any needed mental health interventions.

Guidance:

Regular meetings and training sessions with parents and staff, as well as one-on-one interactions, are used to identify and to discuss a variety of topics related to child mental health. Mental health professionals assist parents in promoting a positive mental health environment at home, in recognizing stress factors and other risk factors, and in knowing when and how to ask for appropriate help from other parents, extended family members, members of the local or Tribal community, and professional resources.

When there are misperceptions about mental health professionals, staff, community elders, or other respected individuals known to the family may be called upon to bridge the gap between parents and mental health professionals. Parents, mental health professionals, and staff need to work together to build a realistic mental health plan that best serves the needs of individual children and families.

By listening to parents and staff, the mental health professional gains a better understanding of family concerns and cultural issues, thus helping him or her to facilitate appropriate interventions. In addition, the mental health professional can help to explain the concept of "mental health" to parents and staff, as well as identify and develop their skills, and offer suggestions for more effective parent-child and teacher-child interactions.

Rationale:

The active involvement of parents in advocacy and activities with other community members develops self-esteem and builds skills, while helping to organize and enhance community services and resources that best respond to parents' needs and interests. This rationale serves 45 CFR 1304.40(g)(1)-(2).

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Ways for parents to influence community services include, but are not limited to:

• Receiving information about the roles and functions of Head Start policy groups early in the program year, and during recruitment and enrollment;
• Participating actively in Parent Committees and policy groups, which provide opportunities for developing confidence and skills for further community advocacy, and encouraging community members to attend policy group meetings;
• Serving on the Health Services Advisory Committee and other advisory committees;
• Becoming involved in groups and organizations that support the culture of the family or community;
• Participating in parent-teacher organizations and local school boards and communicating with school organizations about ways that parents can assist in decision-making in schools;
• Joining or starting various community committees that have well-defined goals, such as improving neighborhood safety;
• Obtaining information on organizing techniques and, as appropriate, using Head Start facilities and equipment for meetings;
• Taking individual actions to improve the community; and
• Helping other parents and community members to understand the impact they have on the character of community services and the impact that such services have on the lives of Head Start families.

Parent participation in developing and updating information about community resources improves the usefulness of the information. Parents, for example, could visit and conduct on-site interviews at community agencies in order to gather information that is specifically related to Head Start families. Staff are encouraged to train parents on how to use the information provided about community resources to access services that meet the goals identified in the family partnership agreement process.

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• Encouraging children and parents to visit the new program, before the children begin. The parents and children visit, take part in sample activities, and meet staff and other children and parents;
• Making orientation information available, including information about parental rights and opportunities for parent participation so that they are prepared for active involvement in the activities and committees of their child's Head Start program, school, or child care setting;
• Enlisting experienced parents to work with newly participating parents to provide one-on-one support;
• Developing a packet of information about the child's progress which the family can take with them to the next program;
• Scheduling education and training about transitions throughout the year, supporting parents in being well-prepared for the changes they face;
• Forming support groups or providing other forms of follow-up assistance to support parents as they seek to continue to be their children's advocate in non-Head Start settings; and
• Providing education and training on local education program options, such as enrollment in a magnet school or a bilingual education program, as well as on the governance structure of the education system in their community, and how to be an advocate in that system, both for their child and for community-wide changes.

Migrant families may need additional assistance in locating services at their next destination site to ensure a smooth transition.

For families transitioning to school, staff play an important role in encouraging and facilitating meetings between parents and teachers, counselors, principals, and other school personnel. Staff assist in "opening the door" to communication between parents and school personnel, and provide assistance, as needed. To support parents, staff and parents discuss strategies for communicating effectively with school personnel, addressing, for example, issues such as differences in language or background, so that parents are recognized as the primary educators of their children.

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• Making connections between the home and program settings;
• Learning more about parent-child interactions;
• Developing positive relationships, which allow parents and staff to get to know one another;
• Identifying learning opportunities in home environments;
• Identifying techniques that can be generalized to other children in the family; and
• Focusing individualized attention on family strengths, interests and goals.

Teachers are required to make two visits to the home of each child, in addition to the two staff-parent conferences required under CFR 1304.40(e)(5). Any additional home visits are coordinated to support the partnership between family and program staff.

If two home visits are not possible in a program of less than 90 days in duration, the agency still arranges two additional meetings with the parents, in addition to the two staff-parent conferences.

More frequent interactions provide opportunities to exchange important information about the child. In particular, agencies serving infants and toddlers schedule frequent home visits, because infants and toddlers develop so rapidly.

Agencies document instances when parents expressly forbid home visits. In such cases, staff continue to work on building a trusting relationship, which, over time, may provide opportunities for meeting with families in their homes. Sensitivity to parents' cultural preferences is an important consideration. Flexibility in the scheduling of home visits may be needed for working parents and others with time constraints. Agreeing to meet at an alternative location may be a solution for some families, under the circumstances discussed below in 45 CFR 1304.40(i)(4).

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Agencies ensure that teachers, home visitors, and other staff are provided with appropriate training, supervision, and support for safely conducting home visits. Support may include a monitoring system or the assignment of two individuals to make certain home visits. Because staff may find themselves in threatening situations, they are cautious during home visits, and follow basic safety guidelines and precautions. Staff are encouraged to look to the family, its strengths and its ways of coping with potentially hazardous situations.

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