Parents as Teachers and the Tribal Maternal, Infant, Early Childhood Home Visiting Program (MIECHV)

The Tribal Maternal, Infant, and Early Childhood Home Visiting (MIECHV) program provides grants to tribal organizations to develop, implement, and evaluate home visiting programs in American Indian and Alaska Native communities.

The Tribal Home Visiting program is funded by a three percent set-aside from the larger MIECHV program. Tribal Home Visiting grants are awarded to Indian tribes, consortia of tribes, tribal organizations, and urban Indian organizations.

As of April 2017, 13 Tribal communities implement Parents as Teachers with Tribal MIECHV funding. 

This program is intended to:

  • Support the development of healthy, happy, and successful American Indian and Alaska Native (AIAN) children and families through a coordinated, high-quality, evidence-based home visiting strategy and expand the evidence base around home visiting programs for AIAN populations.
  • Support a coordinated system of early childhood home visiting in Tribal communities that has the capacity to provide infrastructure and supports to assure high-quality, evidence-based practice.
  • Promote and strengthen cooperation and coordination among various programs that serve pregnant women, expectant fathers, young children, and families in Tribal communities (including AIAN Head Start, Tribal child care, Indian Health Service, and Indian child welfare) and result in high-quality, comprehensive early childhood systems in every community. 

Building a budget for implementation of the model

Use this interactive budget tool to help build a start-up budget for year one.

Promising Approach

For the Tribal Home Visiting Program, Parents as Teachers may be considered a promising approach, or a modified version of an evidence-based model. While the Tribal Maternal, Infant and Early Childhood Home Visiting Grant Program emphasizes and supports successful implementation of high-quality, culturally-relevant home visiting programs that have demonstrated evidence of effectiveness in Tribal settings, it also supports promising approaches. For example:

A Tribal program might decide to have a regular group experience that includes enrolled families but focuses on tribal celebrations, teachings and language learning rather than child development or parenting practices as our model calls for. This would be a promising approach: a modified version of the Parents as Teachers evidence-based model.

Or a Tribal program might decide to provide Parents as Teachers support to pregnant teens as part of their high school day, and then offer monthly home visits after the babies are born. Monthly visits don’t meet the essential requirement of 20 to 24 visits a year for the Parents as Teachers model, so this would be a modification or a promising approach.


Our experience in collaborating with external evaluations for FACE and BabyFACE, as well as our in-house research department, puts us in a good position to provide resources and recommendations evaluation of your Tribal Home Visiting Program.


We can provide contacts with existing Parents as Teachers programs in Tribal communities


Contact Willeen Whipple, Director, Cultural Programming and Services at (314) 432-4330 x1231