Explanatory Standards

1. EC Parent/Guardian Conferences

   Conferences with each child’s parent(s)/guardian are offered at least twice per year—and at other times as needed—to discuss the child’s developmental progress, personal care, and education. During these conferences, summaries of the results of child observation forms used during scheduled observations of the child are shared with parents/guardians. Parents/guardians are encouraged to participate in the goal-setting process for the child. Conference schedules accommodate working parents/guardians.

   ArtifactEvidence of parent/teacher conferences
2. EC Communication with Parents

   Administrators and staff communicate with the parents/guardians in a variety of ways on a regular basis: (1) daily and weekly by verbal communication or posted information; (2) monthly by newsletter and/or classroom calendar of events; and (3) through electronic communication media.

   ArtifactsCopy of daily, weekly and monthly communiques/newsletters Evidence of school information management system
3. EC Stakeholder Survey

   All early care and education program stakeholders are given the opportunity to complete a survey in which they’re asked to evaluate the quality of program administration. An electronic or paper survey form is sent along with an explanation of the purpose for the survey as an integral part of the program and solicits their full participation. Stakeholders are asked to return the completed survey either electronically or through a sealed response in an enclosed, pre-stamped or addressed envelope.

   ArtifactEarly Childhood stakeholder survey and results
4. EC Director Collaborates with Community Services and Resources

   The director is familiar with community services and resources regarding children with specific needs and provides this information to parents/guardians. The director and staff work collaboratively with community agencies in providing information as needed.

   ArtifactsEvidence of addressing diverse learning needs (eg ESE/SWD, gifted) Evidence of use of community services & resources
5. EC Parent Training Programs

   Parent Training Programs: The program director plans and implements regularly scheduled parent/guardian programs that support parents/guardians in their parenting role and reinforce the mission of the program. These programs take place at least quarterly.

   ArtifactEvidence of parent training programs
6. EC Significant Behavioral Pattern Changes

   Significant changes in a child’s pattern of behavior and/or physical condition are reported to the parent(s)/guardian(s), documented, and placed in the child’s file.

   ArtifactsAnonymized documentation of significant behavioral pattern changes Evidence of addressing diverse learning needs (eg ESE/SWD, gifted)
7. EC Parent/Guardian Handbook

   Parents/guardians of the children in the program receive a parent/guardian handbook that includes but is not limited to (1) the philosophy statement regarding the care and education of young children attending the program, including what discipline techniques will be used; (2) policies regarding holidays, illnesses, hours of operation, fees, refunds, enrollment, and termination procedures; and (3) an explanation of the program’s day-to-day functioning. Parents/guardians sign a statement acknowledging that they understand and support the program’s policies as outlined in the parent/guardian handbook.

   ArtifactStudent Handbook *
8. EC Parent/Guardian Visits Are Encouraged

   The program encourages visits by parents/guardians to the school’s premises following guidelines established by the school for parent visitation. Policies governing parent/guardian involvement (e.g., visiting, observing, and volunteering) are in place to ensure the partnership between home and program is maintained.

   ArtifactEvidence of parent visitation policy