Start-Up Planning and the Early Head Start Program

By JoAn Knight Herren and Mary Shiffer

Early Head Start affords a unique opportunity to provide comprehensive services to low-income expectant parents and families with infants and toddlers. Along with that opportunity, however, comes a great responsibility. Because of their particular vulnerabilities, very young children and their families require services of the highest quality.

Programs that intend to provide EHS services must be thoughtful in how they design and implement their program. Start-up planning refers to the activities grantees engage in throughout the first 12 months of funding and during the early stages of service delivery. Ideally, however, planning for program implementation begins during the grant application process.

Activities completed during the planning process should include input by parents, policy groups, community members, and staff. All Early Head Start grantees may take up to 12 months for start-up planning to achieve the requirement of being fully operational within one year of the grant award date.

Using Your Program Support Network
All newly funded EHS grantees have a variety of resources available to support their start-up efforts. These essential resources include:

• A Federal Program Specialist
  
• A Start-Up Planner
  
• The Quality Improvement Center (QIC and DSQIC) Infant/Toddler Specialists
  
• The Early Head Start National Resource Center staff
  
• Neighboring EHS centers and existing Head Start programs
  
• Local Part C early intervention agencies
  
• Other community partners.

Reviewing and Developing Management Systems and Procedures
Regardless of the grantee's organizational experience or goals for the EHS program, all EHS grant applicants should have in place key management systems and procedures. To become an EHS grantee, applicants will be required to provide services in accordance with Head Start regulations. Management systems and procedures are necessary to ensure that the program is meeting the Head Start Program Performance Standards. Furthermore, well-functioning management systems provide the foundation for all program activities and are essential to developing a high-quality program. Key systems, procedures, and data that should drive program design are community assessment, written plans for the three major areas of the Program Performance Standards, communication procedures, and an organizational structure.

Community Assessment
The community assessment is one way of ensuring that programs are designed to meet the needs of families in local communities. The community assessment helps programs to identify priorities, goals, and resources. It can also be the basis for establishing relationships and collaborating with community partners.

Section 1305.3 of the Program Performance Standards provides an extensive description of the information that should be included in a community assessment, as well as how the information should be used.

Written Plans
Written plans illustrate how the program intends to support infants, toddlers, and their families and how the Program Performance Standards will be implemented. These plans should include goals, objectives, and outcomes for children and families. The process for developing the written plans can be determined by the grantee. However, policy groups, parents, and community members must be involved in the process.

Communication Procedures
While planning for an EHS program, it is important to ensure that key stakeholders, such as parents, policy group members, staff, and community partners, have the opportunity to share ideas and learn about the progress of the grant or the program. These individuals have vested interests in helping improve the quality of an EHS program and can do this only with adequate information and regular opportunities to provide feedback.

Putting procedures and formal agreements in writing helps to clarify communication and promote understanding. It is also important to check with partners periodically to ensure the quality and timeliness of the information.

Organizational Structure
Each program must develop an organizational structure that will enable it to carry out the goals and objectives specified in the written plans. Before hiring staff, a map should be developed that specifies the type of staff needed, how many for each position, and the lines of supervision. Developing an organizational structure also allows Head Start programs currently serving preschool children to determine how they might use any existing staff to meet the needs of infants and toddlers. Preschool Head Start programs need to consider which staff roles require specific training and experience with infants and toddlers, and which roles would be applicable to both preschool Head Start and Early Head Start.

Preparing for Program Activities
Putting a new EHS program into action involves multiple, simultaneous tasks. Identifying a team or individual to plan and manage this process provides structure and organization to program planning. Some of the important implementation activities to consider include:

• Hiring staff;
  
• Initiating staff development activities;
  
• Preparing facilities;
  
• Identifying an approach to curriculum;
  
• Ensuring that community partners are ready to receive families; and
  
• Recruiting and enrolling families.

Start-Up Planners

The 12-month start-up planning period gives Early Head Start grantees a unique and valuable opportunity. Take advantage of this time to develop the highest quality program for infants, toddlers, and their families!

Hiring a Start-Up Planner or consultant has been helpful to many new EHS programs. While hiring a planner is optional, a good planner can be instrumental in facilitating the start-up process. This consultant can help ensure that the program meets the Program Performance Standards, has developed appropriate policies and procedures, and is ready to be fully operational by the end of the first year of funding. The Head Start Bureau recommends that programs include a line item for hiring a Start-Up Planner in their first year's budget.

It is important that programs choose a Start-Up Planner who:

• Knows how to operationalize the Program Performance Standards;
  
• Possesses management and organizational development skills;
  
• Understands and can work with staff and a program planning group;
  
• Understands Head Start/Early Head Start within the context of the community;
  
• Can facilitate the implementation and planning process; and
  
• Knows when to seek additional help from the Federal Program Specialist or QIC staff.

Staff from the QICs and the Early Head Start National Resource Center (EHS NRC) can help EHS grantees find an appropriate Start-Up Planner. It is up to the program, though, to ensure that the Start-Up Planner complements the existing staff or planning group.

JoAn Knight Herren is Chief of the Head Start Bureau's Training and Technical Assistance Branch, T: 202-205-8566, E: jherren@acf.dhhs.gov. Mary Shiffer is a Program Specialist in Region III, T: 215-861-4043.