CN-480000-25L30-A2.pdf

Department Contract No. 25-L30, Amendment No. 2, Page 1 of 4

FLORIDA DEPARTMENT OF EDUCATION

CONTRACT NO. 25-L30

AMENDMENT NO. 2

This AMENDMENT to the Florida Department of Education Contract Number 25-L30 (“Contract”) is entered into by and between University of South Florida, a public university, (the “Contractor”) authorized to do business in the State of Florida, with its principal office at Tampa Campus, 4202 E. Fowler Avenue, Tampa, FL, 33620, and the Florida Department of Education (“Department”), an agency of the State of Florida with its principal offices in Tallahassee, Florida. Defined terms used herein shall have the meanings set forth in the Contract.

WHEREAS, on July 1, 2024, the Department entered into the Contract with the Contractor to provide the service; and

WHEREAS, the expiration date of the Contract is June 30, 2029; and

WHEREAS, the Department desires to amend this Contract to add additional verbiage and amend the Scope of Work; and

NOW, THEREFORE, in consideration of the mutual covenants and conditions hereinafter stated, the Department and the Contractor covenant and agree as follows:

1. The recitals are true and correct and are incorporated herein by reference.

2. In the Contract, Section 2. D. Terms and definitions, number 24. has been revised and replaced to read:

24. HIPPY United States Model Guidance, Requirements & Accreditation (MGRA) - A reference for model, guidance, and requirements for accreditation (Attachment 1).

3. In the Contract, Section 2. E. Manner of service provision has been amended to read:

1.0 Participant Eligibility

Participants in the Florida HIPPY program are eligible for a 12-month service period beginning on the day that the following eligibility requirements under the Florida Temporary Assistance for Needy Families (TANF) program are verified. Individuals must:

1.1 Be a United States (US) citizen or qualified non-citizen. If a child is a United States citizen or qualified non-citizen, ages two (2) through five (5) years of age, they can participate in the HIPPY TANF program even if their parent is not a US citizen or qualified alien.

1.2 Be a resident in the State of Florida.

1.3 Have a social security number or prove they have applied for one.

1.4 Have countable assets equal to or less than $2,000.

1.5 Have a child/family gross income less than 200% of the federal poverty level.

1.6 Be parents, relative caretakers or teen parents residing with the child who is 18 or younger.

1.7 Cooperate with child support enforcement (per 414.095(6), Florida Statute) to identify and locate the parents, to prove a child's legal relationship to their parents and to get the court ordered child support payments.

1.8 Ensure children under age 5 are up to date with childhood immunizations.

3.0 Operation of HIPPY program services, 3.4 Monitoring HIPPY model

3.4.1 The Contractor shall monitor each HIPPY provider site in the year that a site is preparing for endorsement and in the year a program is up for endorsement by using the MGRA standards for quality HIPPY Programs for the purpose of ensuring that the HIPPY Program model is being implemented with fidelity and that the implementation complies with the various components of the HIPPY US model guidelines. Ongoing monitoring will occur on-site or virtually as needed.

3.4.2 All sites will receive an annual desk audit. Desk audits include a comprehensive review of the provider sites’ digital data files, backup documentation, deliverables, eligibility forms, and training hours.

Department Contract No. 25-L30, Amendment No. 2, Page 2 of 4

3.4.3 The Contractor, in collaboration with local implementing agencies, shall develop a schedule of visits each year with sites that do not have a current State or National HIPPY Endorsement. The schedule will include endorsement visits and preparatory on-site visits as follows:

3.4.3.1 Twenty percent of HIPPY sites will receive an on-site endorsement visit in addition to the desk audit.

3.4.3.2 Another twenty percent of sites will receive, in addition to the desk audit, an on-site visit to help prepare for their endorsement in the next fiscal year.

3.4.3.3 Once endorsed, sites will participate in annual Desk Audits for four (4) years, followed by an on-site visit in the fifth (5th) year to prepare for Endorsement renewal.

3.4.3.4 The Florida Training & Technical Assistance Center (T&TAC) will produce guidelines outlining the circumstances under which a site must return to annual, on-site visits or be placed on a program improvement plan regardless of endorsement status.

3.4.4 As part of the endorsement monitoring visits, the Contractor will measure additional standards (if applicable), which will include: the observation of home visits, in-service trainings, HIPPY research-based curriculum, curriculum role play, review of parent group meetings, coordinator and home visitors, and participant file reviews, as outlined in the MGRA.

4. In the Contract, Section 3. Project Phases and Deliverable, Deliverable 3. Monitoring has been amended to read:

3. Monitoring All sites will receive one (1) or more monitoring visits each year. How extensive that monitoring visit is will depend on whether a site is endorsed, preparing for endorsement, or not endorsed, or a desk audit.

The Contractor shall monitor each HIPPY site as outlined in Section E.3.4., as well as referenced in Attachment 1, MGRA.

Evidence of completion:

- Submit a completed site visit report and/or desk audit report including Program Improvement Plans (as applicable) to DOE Contract and Project Managers.

Monthly by the 25th day of the month following the end of the month of service.

N/A

5. In the Contract, add at the end:

19. Employment Verification (E-Verify)

19.1 Section 448.095, F.S., the State of Florida requires the following:

19.1.1 Every public employer, contractor, and subcontractor shall register with and use the E- Verify system to verify the work authorization status of all newly hired employees. A public employer, contractor, or subcontractor may not enter into a contract unless each party to the contract registers with and uses the E-Verify system.

19.1.2 A private employer shall, after making an offer of employment, which has been accepted by a person, verify such person’s employment eligibility. A private employer is not required to verify the employment eligibility of a continuing employee hired before January 1, 2021.

However, if a person is a contract employee retained by a private employer, the private employer must verify the employee’s employment eligibility upon the renewal or extension of his or her contract.

19.2 E-Verify is an Internet-based system that allows an employer, using information reported on an employee’s Form I-9, Employment Eligibility Verification, to determine the eligibility of all new employees hired to work in the United States. There is no charge to employers to use E-Verify.

Department Contract No. 25-L30, Amendment No. 2, Page 3 of 4

The Department of Homeland Security’s E-Verify system can be found at: https://www.e-verify.gov/.

19.3 If Contractor does not use E-Verify, Contractor shall enroll in the E-Verify system prior to hiring any new employee or retaining any contract employee after the effective date of this Agreement.

20. Background Screening

20.1 Any contractor or subcontractor who does not meet the definition of “Qualified Entity,” as provided below or as determined by Florida Department of Law Enforcement (FDLE), but has staff who will perform duties under contract and who is permitted unsupervised access to a child care location while children are present, or who will have unsupervised access to confidential information about the children in care or their family shall comply with all of the requirements specified in subsection 20.3 below. However, the screening shall only include the equivalent of a level one (1) that requires screening for employment history, statewide criminal correspondence checks through the Department of Law Enforcement, a check of the Dru Sjodin National Sex Offender Public Website and local criminal records check through local law enforcement agencies.

20.2 Any contractor or subcontractor who does not meet the definition of “Qualified Entity,” provided below or as determined by FDLE, and has staff who will perform duties under this agreement but will have absolutely no interaction with nor be present around a child in care nor will it have access to any confidential information about either a child in care or that child’s family is not required to submit its employees to a background screening.

20.3 “Qualified entity,” as defined in s.943.0542, F.S., means a business or organization, whether public, private, operated for profit, operated not for profit, or voluntary, that provides care or care placement services, including a business or organization that licenses or certifies others to provide care or care placement services. Any contractor that meets the definition of “Qualified Entity” as defined in s.943.0542, F.S. shall:

20.3.1 Ensure that background checks, including criminal history checks, are conducted on current and newly hired employees, including subcontractor employees, prior to the employee or subcontractor providing services or being employed under the Contract.

20.3.2 Register with the Florida Department of Law Enforcement (FDLE) and have all of its employees assigned to work on this Contract screened in a manner consistent with s.

943.0542, F.S.

20.3.3 Ensure that any Sub-Contractor it retains who also meets the definition of “qualified entity” to also register and have all of its employees assigned to work on this Contract (or subcontract) screened in a manner consistent with s. 943.0542, F.S.

20.3.4. Provide verification for all personnel of Contractor and of any Sub-Contractor assigned to work on this contract of:

20.3.4.1 Passing the level two (2) background screening standards as set forth in

s. 435.04, F.S.,

20.3.4.2 The highest level of education claimed,

20.3.4.3 All applicable professional licenses claimed, and

20.3.4.4 The past five (5) years of employment history.

20.3.5 Not allow any employee or subcontractor employee to assist in the providing of services under the Contract if the background checks indicate that the employee fails to meet the qualification standards established pursuant to s. 435.04(2), F.S.

20.3.6 Submit to the Contract manager, written confirmation of a clear screening and of the above verifications for personnel assigned to this Contract within thirty (30) calendar days of the beginning date of the Contract.

20.3.7 Submit to the Contract manager, written confirmation of a clear screening and of the above verification for new personnel assigned to this Contract before they begin work on the Contract. A level two (2) background screening no earlier than ninety (90) days before the effective date of this contract shall be accepted as in compliance with this provision.

https://www.e-verify.gov/ https://www.e-verify.gov/ http://www.fdle.state.fl.us/cms/Criminal-History-Records/Obtaining-Criminal-History-Information.aspx https://www.nsopw.gov/ https://www.nsopw.gov/ http://www.leg.state.fl.us/Statutes/index.cfm?App_mode=Display_Statute&Search_String&URL=0400-0499/0435/Sections/0435.04.html

HIPPY US Model Guidance, Requirements, and Endorsement Rev. 2024 1 | Page

Attachment 1 http://www.hippyus.org

MGRA: Model Guidance, Requirements and Accreditation

Standards for Quality HIPPY Programs

2024-2029

Revised July 2024 HIPPY US

Contents

Overview The Mission The Model: Purpose and Outcomes Why Model Fidelity?

Section I: Quality Assurance New Site Implementation Existing Site Implementation

Section II: Program Assessment (Pre-visit) Self-Assessment Administrative Checklist Model Fidelity Specialists Role and Activities File Review Sample Site Visit Agenda

Section III: Endorsement & Post Visit Support After the Site Visit Endorsement Scoring Rubric

Section IV: Endorsement Standards Curriculum

Role Play Suggested Role Play Sequence KEYS to Role Play The 3 Cs Guided Discussion

Home Visits and Group Meetings Home Visits Group Meetings

Coordinator and Home Visitors Coordinator Home Visitors

Appendix: Associated Forms

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Overview Endorsement signals a site’s commitment to excellence in the implementation of the Home Instruction for Parents of Preschool Youngsters (HIPPY). This manual is a resource for understanding the minimum standards that define quality implementation of our research based model. Standards are described for each feature of the model, which is further detailed with implementation requirements and best practice recommendations. This guide covers all areas of program implementation including role play, home visits, group meetings, and the all important roles of coordinators and home visitors.

In addition to the program standards, HIPPY operating agreements with the state office (where applicable) or HIPPY International, include requirements that are detailed on the administrative checklist, which may be slightly different if adapted by the HIPPY State Office. These are required to ensure the local implementing agency’s support and sustainability of the HIPPY program, and adherence to branding guidelines. HIPPY US (HUS) and the state offices are committed to high quality programming throughout the network of HIPPY programs. Therefore, each program can expect to receive the technical assistance needed to achieve positive outcomes.

In order to assess whether the program is implemented with fidelity to our research-based model, a site visit is periodically conducted by an objective, experienced, representative of HIPPY in the

US. The endorsement process includes an on-site evaluation of essential elements and programmatic practices, based on documentation and in-person observations that constitute evidence that the site is adhering to program standards.

This guide offers HIPPY program staff a clear path to successful implementation and assists them in smoothly navigating the endorsement process. If you have any questions or need direct assistance, please reach out to your state office or HIPPY US if you are an independent site. We are ready to provide support and answer your questions.

The Mission

HIPPY partners with parents to prepare their children for success in school.

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The Model: Purpose and Outcomes

HIPPY is an evidence-based, early childhood home visiting program designed to support parents in preparing their children for school success. The goal of the HIPPY program is to empower parents as their children’s first, and most influential teacher by giving them the tools, skills, and confidence they need to successfully engage their children in educational activities in the home. When implemented with fidelity, HIPPY programs can expect positive outcomes for both parents and their children.

Research has shown that children from low-income homes are more likely to start school at a significant disadvantage, and that the gap persists throughout elementary school. Research also shows that parental involvement in children’s educational activities in the home is an important predictor of school success. Many parents who want the best for their children may lack the skills, knowledge or confidence to actively support their child’s academic learning. HIPPY is designed to fill the gap between parents' dreams for their children, and the resources and knowledge needed to fulfill that dream. Through well-defined activities, materials and instruction, the HIPPY model is designed to achieve the following:

Parents:

● Are active in guiding their children’s educational experiences in the home while creating a love of learning from an early age

● Provide their children with a literacy-rich home environment

● Assume an active role as their children enter the formal academic environment by communicating with teachers, attending school events, volunteering in the schools, and advocating for their children

Children:

● Acquire pre-academic skills and knowledge in all early childhood development domains

● Enjoy a strong bond with their parent

● Achieve long-term academic success

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Why Model Fidelity?

Fidelity to a research-based program model such as HIPPY ensures that the program is implemented as intended, maintaining its integrity and maximizing its effectiveness. When HIPPY program staff adhere closely to the implementation requirements and best practice recommendations, the outcomes are more likely to align with those observed in research studies. This consistency helps to validate the program’s effectiveness, and results in accurate assessment of its impact. By following our research-based program with fidelity, implementing agencies and funders can confidently attribute results to the program itself and make data-driven decisions for improvements.

There is considerable research on the replication of educational interventions such as HIPPY. Five elements have been identified which guide our work in ensuring we can accurately assess whether our program model is being implemented as intended.

1. Program specificity - Key elements of a program’s design are clearly described and defined so that practitioners understand what is expected and to what degree. HIPPY US accomplishes this in this document, and through preservice training for coordinators and supervisors.

2. Adherence - the degree to which the program is implemented as it was originally designed, following prescribed methods and practices. This ensures that the program’s core components are delivered consistently and as intended, which is crucial for achieving reliable and effective outcomes.

3. Duration - delivery of the program for the amount specified by the program model. In the case of

HIPPY, this refers to the weekly training provided to home visitors and number of packets role played with parents in their homes. Inconsistency in duration may compromise the program’s effectiveness.

4. Engagement - active and consistent participation ensures that families receive the intended experience and benefit from the intervention as planned. Low engagement can lead to deviations from the program’s core components and diminish effectiveness, while high engagement supports achieving the desired outcomes.

5. Quality of delivery - ensuring the skillful and consistent application of the program’s methods and components. High-quality delivery ensures that the program is implemented in a way that aligns with the original design, therefore maximizing its impact and effectiveness, which is more likely to produce outcomes similar to those observed in research.

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Section I: Quality Assurance The overarching goal of the HIPPY program is to maximize each child’s ability to achieve long-term academic success through the interactive involvement of their parents. Longitudinal studies demonstrate that children who participate in HIPPY perform better than comparable students throughout their school years and adherence to the model is a key determinant in obtaining these results.

Program assessment is a well accepted method to evaluate and document the quality of services being delivered and ensure that a program is implemented in adherence to the research-based model. The quality assurance process will allow individual sites to first engage in self-assessment, and subsequently to have their findings validated by a HIPPY Model Fidelity Specialist or a representative from their state office. Each site that demonstrates quality programming by meeting all standards of the HIPPY Model and defined contractual obligations will earn endorsement status. An endorsement status awards the site a five-year credential that is valid if programming remains fundamentally the same. For programs with multiple coordinators, endorsement can be awarded collectively, or individually at the request of the state office, or contracting agency (in the case of independent sites).

New Site Implementation

Year One – The site coordinator and supervisor, with the support of a National / State Model

Fidelity Specialists, should review this manual by week 20 to ensure familiarity with the quality assurance process, develop practices that will support the ability to meet all standards, and make plans for implementing Year 2 according to model fidelity.

Year Two – The site coordinator should engage a team to conduct an informal self-assessment between curriculum weeks 10 to 15. Any improvement strategies should be developed and implemented based on the self-assessment findings. The HIPPY State Office, or HUS Independent

Site Director will provide support and input during this process through in person and/or virtual means.

Year Three - The site will be eligible to engage in the endorsement process. If so, a HIPPY Model

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Fidelity Specialist will visit the site to observe, make recommendations for continuous improvement, and provide training and technical assistance to ensure model fidelity. If endorsement is accomplished, it will be valid for a period of 5 years after the site visit. In the sixth year, the site will be eligible to engage in the endorsement process again.

Once a new site has received endorsement they become an “existing site” and follow a five year endorsement cycle, see below. If endorsement is not accomplished, the site completes a Program

Improvement Plan and is eligible to engage in the endorsement process again as soon as the following year. Eligibility for endorsement is at the discretion of HIPPY US in collaboration with the relevant HIPPY State Office (if applicable).

Example: New Site

1. Year 1 of program implementation - start up support is provided and the site becomes familiar with the endorsement documents and process, with the support of the State Office /

HUS.

2. Year 2 of program implementation - site engages in an informal self-assessment with the support of the State Office / HUS as applicable, who will provide technical assistance for quality improvement.

3. Year 3 of program implementation - site engages in formal endorsement process which includes an on-site visit with a Model Fidelity Specialist who validates the Endorsement

Worksheet through reviewing documents and making observations.

a. If the site is awarded endorsement in Year 3 then it is endorsed for 5 years and is eligible for endorsement again in year 6 of implementation.

b. If the site did not receive endorsement in Year 3, then it completes a Program

Improvement Plan and is eligible to engage in the endorsement process again as soon as the following year.

4. Year 4 of program implementation - site receives ongoing support and technical assistance from the State Office / HUS as applicable. The focus of support is to increase quality as reflected in the recommendations made by the Model Fidelity Specialist during the site visit.

5. Year 5 of program implementation - ongoing support and technical assistance as described above in year 4

6. Year 6 of program implementation - the cycle begins again with an informal

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Existing Site Implementation

An existing site is one that has been in place for at least 5 years, and has completed the endorsement process at least once.

Example: Existing Site

1. Year 1 - site engages in an informal self-assessment with the support of the State Office /

HUS as applicable, who will provide technical assistance for quality improvement.

2. Year 2 - site engages in formal endorsement process which includes an on-site visit with a Model Fidelity Specialist who validates the Endorsement Worksheet through reviewing documents and making observations.

a. If the site is awarded endorsement, then it is endorsed for 5 years and is eligible for endorsement again in the 6th year after the initial endorsement.

b. If the site did not receive endorsement, then it completes a Program Improvement Plan and is eligible to engage in the endorsement process again as soon as the following year.

3. Year 3 - site receives ongoing support and technical assistance from the State Office /

HUS as applicable. The focus of support is to increase quality as reflected in the recommendations made by the Model Fidelity Specialist during the site visit.

4. Year 4 – site receives ongoing support and technical assistance as described above in year 3.

5. Year 5 - site receives ongoing support and technical assistance as described above in year 3.

6. Year 6 - the cycle begins again with an informal self-assessment with the support of the

State Office / HUS as applicable, who will provide technical assistance. The following year the site will again receive a site visit and henceforth continues as an existing site, see below.

NOTE: A new coordinator hired at an existing site is not expected to receive an endorsement visit until they have served at least 1 year as coordinator. This gives new coordinators the time needed to attend Coordinator Preservice as well as receive technical assistance and support from their state

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Section II: Program Assessment (Pre-visit) The national program assessment process includes self-assessment by a local team of stakeholders, followed by an on-site assessment by a HIPPY Model Fidelity Specialists.

Self-Assessment

An essential component of ensuring quality implementation of the HIPPY model is formal self-assessment at the local level. Each site conducts a self-assessment for all standards, prior to the Model Fidelity Specialist on-site assessment. Conducting the self-assessment well in advance of the Model Fidelity Specialist’s site visit allows the local program to make improvements in the implementation of the HIPPY model prior to the Model Fidelity Specialist’s site visit.

The following guidelines will assist in the self-assessment process:

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1. The self-assessment team consists of the agency supervisor, the coordinator, a home visitor, a member of the HIPPY advisory group, and a HIPPY parent. Others may be added to the team at the discretion of the agency.

2. HIPPY staff should collect all pertinent documentation to be reviewed by the self-assessment team. The same documents will be reviewed by the Model Fidelity Specialist during the site visit. Caution should be exercised to maintain the confidentiality of personal information, ex. family files, home visitor files.

3. The self-assessment team will review all documentation to determine if each standard has been met. These determinations should be entered on the Endorsement Worksheet with descriptions of any differences from the model, creative strategies, and any other information that helps the Model Fidelity Specialist better understand what they will observe on site.

4. The Endorsement Scoring Rubric should be used in tandem with the Endorsement Worksheet as it has examples and criteria that the Model Fidelity Specialists will use to award points in the Endorsement Worksheet.

5. Both the self-assessment team (and later, the HIPPY Model Fidelity Specialist) will use the

Observation Forms referenced in this document as well as the Endorsement Worksheet for entering findings.

6. The self assessment team should strive to describe how each and every standard is met by the site. This documents a site’s efforts AND provides the site visitor with key information to help understand the local site’s implementation of the model.

7. The completed Endorsement Worksheet – electronic and hard copy – must be given to the

Model Fidelity Specialist for use during the site visit. This should be sent to the Model

Fidelity Specialist a minimum of 2 weeks prior to the visit. Supporting documentation must be organized and available for review on site.

8. Some documents will be reviewed virtually prior to the on-site visit. The site coordinator and

Model Fidelity Specialist together should identify which documents are expected to be included in the virtual document review. They will also decide whether they will be reviewed together during their monthly calls, between the calls, or during the site visit itself (see Model

Fidelity Specialists Role and Activities below). Documents which could reasonably be expected to be reviewed virtually have been identified and are in the Endorsement Worksheet.

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Administrative Checklist

The Administrative Checklist is an attachment to the site contract between the local operating site and the HIPPY State Office / HIPPY International. This checklist must be reviewed and completed in order for a site to receive endorsement. The checklist confirms that the site has met contractual obligations.

Model Fidelity Specialists Role and Activities

HIPPY US cadre of Model Fidelity Specialists, selected and trained from among experienced

HIPPY practitioners, will provide training and technical assistance, conduct site visits and otherwise support local programs. Specialists are provided training and support to ensure they are able to meet established training and technical assistance goals.

Model Fidelity Specialists primarily conduct reviews and observations to validate implementation of the HIPPY model with fidelity. Follow up recommendations for alignment to the model will result in the site being required to submit a Program Improvement Plan. Additionally, the Model Fidelity

Specialists can provide support and technical assistance to staff regarding effective and efficient implementation of the HIPPY model at their site. This may include sharing strategies that have been effective at other sites, helping staff identify quality improvement goals, and sharing other ideas and best practices to further improve program implementation. These suggestions are offered in an effort to improve quality even if the site is implementing all the standards with fidelity.

When suggestions are made, it does not require the site to submit a program improvement plan.

Once a HIPPY Model Fidelity Specialist has been assigned, they will be in monthly contact with the site coordinator, up to the provision of the on-site visit, plus one additional follow up call after the visit. The purpose of these monthly calls are the following:

● To get to know the intricacies of implementation at the site

● Answer any questions about the Endorsement process

● Identify any additional support or technical assistance needed by the site

● Identify documents to be sent in advance for the virtual document review

● Make plans for the on-site visit.

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After the site visit, the Model Fidelity Specialist will engage in 1 follow-up call with the site to consider any questions regarding implementation of recommendations and/or suggestions.

File Review

The endorsement process is accomplished through observations on site, a review of randomly selected family files, as well as key documents that reflect successful implementation of the program model. The endorsement process includes the opportunity for a virtual document review, followed by on-site validation of each HIPPY Standard detailed in this document. A virtual review allows the Model Fidelity Specialist to validate some files electronically prior to the site visit. This creates an opportunity for the in-person time to focus on interactions with staff, observation of program components, and training/coaching (if time allows and a need is expressed by the site).

The Model Fidelity Specialist and site coordinator together will decide which, from among the list of suggested documents for virtual review, will be reviewed prior to the site visit. They will also decide whether to review together on the monthly calls, or between calls. This flexibility (as to which documents, and whether they are reviewed together on the call, or independently) allows for site needs to be met in terms of technology, time, etc. In addition to the virtual file review, the completed self-assessment portion of the Endorsement Worksheet should be emailed to the Model Fidelity

Specialist at least 2 weeks prior to the site visit. Together with the monthly calls, the virtual review and the completed self assessments prepares the Specialist for the in-person site visit. Use the

Endorsement Worksheet to organize your folders and files for both the in person and virtual document reviews.

The files that could be shared in the virtual review are identified as such in the Endorsement

Worksheet under “validation” for each standard. Any files not reviewed virtually will be reviewed on site. Together with the site coordinator, the Specialist will identify, in advance, documents that will be reviewed virtually. The files sent to the Model Fidelity Specialist for virtual review should be clearly labeled to reflect the standard being reviewed. They should be named and organized such that the Model Fidelity Specialist can easily understand which standard the validation document is being provided for. For example, they could be scanned together as one large document/pdf in the order of the standards, or individual documents each of which is named according to the standard it validates. No personally identifiable family information should ever be sent to the Model Fidelity Specialist for the virtual document review.

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Sample Site Visit Agenda

The following agenda includes all components that are expected to be included in a site visit.

Happy HIPPY Program Site Visit

500 Role Play Lane, Avimaville, CA

Terrific Trainer: 307-789-6541

Cool Coordinator: 214-369-8521

Activity - Required unless noted otherwise Estimated time

2 Home Visit observations with different home visitors, and in 2 different curriculum years, ex. Home Visitor 1 visiting a Year 2 family, Home Visitor 2 visiting a Year 1 family

3-4 hours depending on distance between homes

File review

● At least 2 files, randomly selected by the Model

Fidelity Specialist, from each home visitor.

Additional files may be pulled if necessary.

● Group meeting documentation

● Other files not completed in the virtual file review

2-4 hours depending on the number of home visitors and how much was accomplished in the virtual file review

Staff Meeting observation including role play of Y1, Y2, Y3 curriculum. NOTE: Little Learner curriculum role play or home visits are not included in the endorsement process.

3-4 hours (depending on how many years of curriculum are role played)

Group meeting observation (optional) 2 hours

Exit conference with Coordinator and Supervisor 1 hour

Training HIPPY staff or one-on-one coaching of coordinator (optional, based on needs identified in advance, and if time allows).

1-2 hours

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At the conclusion of the visit, the HIPPY Model Fidelity Specialist will verbally share findings during an exit conference held with the coordinator and HIPPY supervisor. After the visit the Model Fidelity

Specialist will provide their observations and recommendations as documented on the worksheet, observation forms, and file review form. These report documents will be submitted by the Model

Fidelity Specialist to HUS and the state office as applicable. In addition, the Model Fidelity

Specialists will provide recommendations (required for fidelity to the model) or suggestions for improvement. If any standard is not met, resulting in recommendations by the Specialist, the site must submit a Program Improvement Plan within a month of being notified by HUS. The program improvement plan details the actions that will take place to align the site to the HIPPY standards, and will include a timeline and person(s) responsible for the actions.

Section III: Endorsement & Post Visit Support

After the Site Visit

Within two weeks of the site visit:

● The Model Fidelity Specialist will submit the Endorsement Worksheet and observation forms to the site, HIPPY US, and the state office (if applicable).

● The local program should submit the Model Fidelity Specialist Site Visit Evaluation to the national office.

Note: A site visit is not complete, and no determination will be made in terms of endorsement, until all required documents are reviewed and all contractual obligations are met.

HIPPY US will grant the appropriate endorsement status based on the Endorsement Worksheet and compliance of the contractual obligations, including payment of fees, as verified on the Administrative Checklist. Notification of endorsement status will be sent to the site within

30 days after receiving the Endorsement Worksheet from the Model Fidelity Specialists and the Model Fidelity Specialist Site Visit Evaluation from the local program.

HIPPY US Model Guidance, Requirements, and Endorsement Rev. 2024 15 | Page https://www.hippyus.org/download/308/endorsement/1985/model-fidelity-specialist-site-visit-evaluation.pdf?lang=en

Endorsement Scoring Rubric

This document provides site coordinators and Model Fidelity Specialists with additional information for assessing fidelity and implementation of each HIPPY standard, as well as creative strategies for high-quality programming. The rubric offers concrete examples and thresholds that would result in each standard being rated into one of three categories: does not meet standard (0 points), meets standard (1 point) and exceptional (2 points). Descriptors in the rubric are examples, not criteria that need to be met, and not all of the criteria in the description are required to be missing/in place for the points to be assigned. Especially for the exceptional column, the site may implement other creative strategies that are not listed. These must be documented in the Endorsement Worksheet in the Self-assessment and/or Model Fidelity Specialists validation fields. Points will be assigned based on the observer's judgment, using the description as a guide. The descriptions help the observer create a picture of overall implementation of the program model, and rather than focusing on a single instance, the descriptions should be used to assess observations as a whole. For a site to be endorsed, they must meet the minimum standard on each of the standards. A site may be recognized as exceptional in one standard, and still not receive endorsement if another standard is not met. The Scoring Rubric provides both the site and Model Fidelity Specialists with an opportunity to recognize sites that exceed the minimum standards. Every year, visited programs will be ranked, based on results of the scoring rubric, and stellar sites will be recognized in a variety of manners.

Each endorsement standard is evaluated based on the evidence provided, validation by the

Model Fidelity Specialists during the virtual file review, on-site observations, and onsite document review by the Model Fidelity Specialists, as reflected in the Endorsement Worksheet .

If the documentation demonstrates that the standard has been met – meaning ALL required evidence is present – the Model Fidelity Specialists verification is marked evidence verified (1 point for each standard). If the evidence is lacking the Model Fidelity Specialists verification is marked evidence not verified. Either way, the Model Fidelity Specialists should provide details on what was observed, recommendations for attaining fidelity to the model, suggestions for improvement, as well as creative strategies. Any items awarded 0 points (not meeting standard) or 2 points (stellar) must have an accompanying description of findings and recommendations or suggestions, both in the self-assessment and Model Fidelity Specialists verification.

When a standard has multiple validation sources this is indicated by a bolded “OR”. The option

HIPPY US Model Guidance, Requirements, and Endorsement Rev. 2024 16 | Page applies only to the items immediately before and after the “OR”. Information listed in any other boxes must still be checked.

The designated status will be earned based on the following:

1. Endorsement is earned when all elements of all Standards are met, and HIPPY US confirms that all contractual obligations have been met based on the administrative checklist.

2. Program in Development is earned when any Standard is not met.

a. If any Standard is not met, the site must develop and submit a Program

Improvement Plan within 30 days to address any standard marked insufficient evidence. HIPPY US, and the state office (if applicable) can provide technical assistance in the development of the program improvement plan. A Program Improvement Plan will include the following for each standard that requires improvement:

i. Description of the need for improvement with specific reference to one or more standards.

ii. Specific action(s) to be taken for improvement

iii. Individual(s) responsible for completing the action(s)

iv. Timeline for completion and submission to HUS and state office (if applicable)

b. In the year after their endorsement year, sites will continue to receive technical assistance and will engage in the self-assessment process to ensure alignment with the model.

c. The following year the site will again be eligible to receive an endorsement site visit from a Model Fidelity Specialist (see endorsement cycle chart).

Section IV: Endorsement Standards The HIPPY standards define the performance expectations, activities, or processes that must be in place for programs to provide services to families in accordance with the model. Meeting all the standards will result in the greatest positive outcomes for children and families.

Within this section are descriptions of the essential features of the model with guidance for implementing the standards. Programs that implement HIPPY in full alignment with the standards

HIPPY US Model Guidance, Requirements, and Endorsement Rev. 2024 17 | Page will achieve endorsement status. In all circumstances, the standards can provide guidance for continuous improvement of HIPPY programs.

Measuring Additional Standards

HIPPY programs across the country are funded by different sources. There may be additional standards/assessments required by these funders. If these requirements make it difficult to meet any standards, programs are encouraged to contact HIPPY US or their state office (if applicable), for guidance. Programs should work closely with their state office, HIPPY US (if applicable) and funders to ensure that any conflicts are addressed before endorsement visits take place.

Curriculum

The HIPPY model includes a unique, research-based curriculum designed to assist children in achieving long-term academic success, enhance the parent-child bond, provide parental instruction in early childhood development, increase families’ overall engagement in educational activities, improve the home literacy environment and promote education as a family value.

The HIPPY curriculum, used by parents to prepare their children for school, has an emphasis on cognitive development. The curriculum supports school readiness with activities that are naturally interesting to the child as well as meaningful to the parent. The curriculum focuses on developing vital skills and concepts that include:

The curriculum is composed of 30 weeks of activities for parents to use in instructing their children.

The activity packets, which can be compared to a well-written lesson plan for a beginning teacher, use a step-by-step, structured approach that includes a careful sequencing of activities so both parent and child experience success.

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● Problem Solving/Logical

● Thinking Memory

● Creativity

● Social and Emotional

● Phonemic and Phonological Awareness

Reading Readiness

● Math Readiness

● Physical and Motor

The curriculum, available in English and Spanish, consists of:

● 30 activity packets per year for Little Learners, Year 1, and Year 2

● 15 activity packets and Let’s Read, Talk, and Play packets per year for Age 5

● 10 trade storybooks per year for Little Learners, 9 trade storybooks per year for Year 1; 9

HIPPY storybooks per year for Year 2; 8 HIPPY storybooks per year for Age 5

● A set of geometric shapes or blocks for each curriculum year

● Tips to promote the parent’s understanding of learning objectives for each activity enrichment activities

● Supplemental enrichment materials to enhance the curriculum and provide additional learning opportunities for children (available on HIPPY US website)

● Training and instructional support materials such as Coordinator and Home Visitor Curriculum

Guides, Weekly Guidance for home visitors, Tip Sheets for home visitors, Curriculum Guide for coordinators and/or home visitors.

● Availability of materials in both paper versions as well as HIPPY 3.0 which is the electronic version of the curriculum. HIPPY 3.0 includes hard copy materials in the form of books and consumable materials.

Role Play Role play is the primary method of instruction utilized to train home visitors and parents in the execution of the curriculum. Role play provides opportunities to discuss the purpose of individual activities, reflect on the specific needs of learners (both adults and children), and develop new teaching skills. Role play is easily managed by home visitors and allows all parents to become more effective as their children’s first teachers. Role play promotes a comfortable, non-threatening learning environment where mistakes are acceptable and used to heighten learning.

Role play enables the parent to be in the role of both the parent and the child. One individual

(parent) teaches and directs the activity; the other (child) provides spontaneous answers. By acting as the child, the parent begins to appreciate the learning process from the child’s point of view and develop empathy for challenges the child may face. Switching roles also keeps parents interested and focused. When the parent has the role of “parent” in the role play, the home visitor can ensure that the parent fully comprehends the concepts and observe how well the parent can lead an activity with their child. This observation is essential since program staff will not see the parent working with the child. While home visitors should strongly encourage parents to play both the role of the parent

HIPPY US Model Guidance, Requirements, and Endorsement Rev. 2024 19 | Page and the child, they should also be sensitive to the needs of parents with low literacy skills.

All participants use role play throughout the HIPPY program based on a cycle that begins with the coordinator and staff.

1. During the weekly training meeting, the coordinator and home visitors role play the activity packet specified for that week. The purpose of the activities and the developmental significance for children are explained during role play.

2. Each home visitor then engages in the same activities with their child or a practice child to gain first-hand experience in how children may react to the activities.

3. Finally, the home visitors are ready to implement the activities one-on-one with their assigned parents. Note: The home visitor role plays the activities with the parent and does not work directly with the child. The parent is then left with a clean packet containing five days’ worth of activities to engage with their child.

The cycle above is repeated weekly. In addition to role playing the next activity packet with staff at the staff meeting, the coordinator reviews and discusses the previous weeks’ activities. Any questions or concerns are addressed at this time.

Weekly role play evolves in alignment with the developmental needs of the home visitors as well as those of the parents. Initially, the coordinator conducts role play using a controlled, technical methodology and then adds a variety of training techniques and applications as the home visitors gain experience and skills.

Role play is the primary method of instruction and is used with the Year 1 (Y1), Year 2 (Y2), Year 3

(Y3) curricula. Role play is modified using Guided Discussion with the Little Learners (LL) curricula, as parents will need to adapt activities to the shorter attention span of 2 year old Little Learners.

Year 3 instruction includes role play for the 15 activity packets, and Guided Discussion for the 11

Read Talk and Play packets.

Suggested Role Play Sequence

The Keys to Successful Role Play are essential to ensure parents receive high-quality instruction that promotes a comprehensive understanding of how the activities will increase their children’s

HIPPY US Model Guidance, Requirements, and Endorsement Rev. 2024 20 | Page learning and ultimately expand their abilities.