III. Family Relationships


III. Family Relationships: The program values and respects families as the primary decision-makers for their children and provides family-focused, culturally sensitive services.

Component A:
Family Involvement

The program includes families as full partners in the education of their children.

Quality Indicators:

Check  (3) if implemented

  1. A variety of opportunities exist for families to become involved in both the program and their child’s activities:

  • membership on decision-making and advisory committees

q

  • classroom observation and/or volunteer work

q

  • information-sharing with staff

q

  • family workshops/family group meetings

q

  • child assessment, program planning, IEP development

q

  • development, implementation and evaluation of program evaluation/quality improvement activities

q

  1. Systems and resources are in place that support family participation in the program, such as:

  • orientation programs

q

  • written information on program philosophy, goals, policies, procedures and practices

q

  • meals, transportation, child care

q

  • an open-door policy that allows families to feel welcome while maintaining student safety

q

  • materials in the preferred language of families

q

  • flexible options for participation (e.g., flexible times and sites; opportunities for those with limited time)

q

  • informal opportunities for sharing of family successes and concerns

q

  1. Staff and families regularly exchange (jargon-free) information about the program and children’s development. Communication strategies include the following:
  • regular mailings or newsletters about the program
q
  • regular progress briefs on children
q
  • regular meetings and family conferences
q
  • home visits to promote school-family collaboration
q
  • informal telephone or face-to-face conversations or notes in families’ preferred language
q
  1. Staff and families share information about how to promote and extend child learning, social and physical development at home.
q
  1. Procedures are in place to address families' concerns about the program. These procedures are available in written form and distributed to the families.
q

Rating for Record Keeping/Reporting:

1

No
Implementation

2

Minimal
Implementation

3

Moderate
Implementation

4

Complete
Implementation

5

Exemplary
Implementation


Component B:
Family Education

The program provides families with information to enhance their skills as their child’s principal educator.

Quality Indicators:

Check (3) if implemented

  1. A variety of opportunities exist to promote and support family skill development including:

  • special training programs for families (e.g., Parent Effectiveness Training (PET), Parent and Child Together (PACT))

q

  • linkages to accessible programs and resources within the community

q

  • family–to-family networking

q

  • opportunities for informal conversation about parenting and other issues

q

  1. Programs and services are based on families’ identified needs, resources, priorities and concerns.

q

Rating for Family Education:

1

No
Implementation

2

Minimal
Implementation

3

Moderate
Implementation

4

Complete
Implementation

5

Exemplary
Implementation


Component C:
Diversity

The program recognizes the cultural/linguistic diversity of families and values their strength.

Quality Indicators:

Check (3) if implemented

  1. Staff members communicate in the preferred language of families and/or seek out specialized resources as needed.

q

  1. Staff members demonstrate sensitivity to differences in family structure, social, religious and cultural backgrounds.

q

  1. Family needs are addressed through diverse and flexible opportunities built on the family’s strengths and differences.

q

Rating for Family Education:

1

No
Implementation

2

Minimal
Implementation

3

Moderate
Implementation

4

Complete
Implementation

5

Exemplary
Implementation