ESSENTIAL REQUIREMENTS

The evidence-based Parents as Teachers home visiting model is designed to be flexible for implementation in any and every community. There are 17 metrics that we have determined are essential to the model and required in order to provide high quality, evidence-based services to families. They are:

1.  Two years of service

Parents as Teachers affiliates are designed to provide at least two years of services to families with children between prenatal and kindergarten entry, and ideally three years or more. We encourage affiliates to enroll families as early as possible prenatally, but affiliates can enroll families at any point in the age range.

2.  Parent Educator Qualifications

 The minimum qualifications for parent educators are a high school diploma or GED (or equivalent degree outside the United States) and two years’ previous supervised work experience with young children and/or parents. The majority of parent educators hold a bachelor’s degree or higher.

3.  Advisory Committee

Each Parents as Teachers affiliate has an advisory committee that meets at least every six months. This can be part of a larger committee, community network or coalition as long as the group includes a regular focus on the Parents as Teachers affiliate.

For more information on building an effective advisory committee, click here for our Advocacy Resource Page to access resources.

4. Reflective Supervision and Staff Meetings

Each month, parent educators participate in a minimum of two hours of individual reflective supervision and a minimum of two hours of staff meetings. Individual reflective supervision is scheduled, sacred time for a parent educator and their supervisor to collaboratively reflect on emerging practice issues such as roles, ethics, boundaries, skill development, and self-care.

5. Supervisor to PE ratio

 Each supervisor, mentor or lead parent educator is assigned no more than 12 parent educators, though most Parents as Teachers affiliates find that a ratio closer to five or six parent educators to one supervisor is needed to support strong affiliate design and implementation.

6.  Foundational and Model Implementation Training

Parent educators and their supervisors attend Parents as Teachers Foundational and Model Implementation Training prior to providing Parents as Teachers services to families.

7. Competency-based professional development

Parent educators obtain competency-based professional development and renew certification with the national office annually. Professional development should relate to the Parents as Teachers core competencies.

8. Family-Centered Assessment

Parent educators use a family-centered assessment as a way to gather and document information about the family within the first months of service and then at least annually thereafter. This is conducted in a collaborative, respectful manner and is documented with an approved family-centered assessment instrument.

9. Goal Setting

 Parent educators develop and document goals with each family they serve. Together, family-centered assessment and goal setting inform and help drive the PAT services provided to each family.

10. Foundational Visit Plans and Planning Guides

Parent educators use the Parents as Teachers Foundational Visit Plans and Personal Visit Planning Guide from the Foundational curriculum to design and deliver personal visits to families.

11. Visit Frequency

Affiliates provide a minimum of monthly visits to families. Families with two or more high needs characteristics receive at least 24 personal visits annually.

12. Parent educator visits per month

Full-time first year parent educators complete no more than 48 visits per month during their first year and full-time parent educators in their second year and beyond complete no more than 60 visits per month. The lower number of visits new parent educators should complete monthly during their first year reflects the additional time new parent educators typically need for supervision, planning personal visits, and shadowing more experienced parent educators. Parents as Teachers has developed a points system to assist affiliates in determining caseload size.

13. Group Connections

Affiliates deliver at least 12 group connections across the program year. Many affiliates provide group connections more frequently, especially when they serve families with diverse interests and availability. Group connection formats include family activities, ongoing groups, presentations, community events, and parent café.

14. Screening

Children receive a complete screening prior to seven months of age or within 90 days of enrollment (depending on age at enrollment). A complete screening includes vision and hearing screening, a review of general health status, and developmental screening covering language, intellectual, social-emotional, and motor developmental domains.

15. Resource Connections

Parent educators partner with families to facilitate resource connections that help the family reach their goals and address their needs.

16. Family Feedback

At least annually, Parents as Teachers affiliates gather and summarize feedback from families about the services they’ve received, and use the results for program improvement.

17. Reporting and CQI

Parents as Teachers affiliates report data on service delivery, program implementation, and compliance with the Essential Requirements through the Affiliate Performance Report every year. Affiliates use data from their reports as well as from family feedback and other sources in an ongoing way for purposes of continuous quality improvement including participating in the Quality Endorsement and Improvement Process every five years.