Family Engagement
Thinking of the multiple ways to foster communication with families, how do you engage families in your program? What forms of communication are commonly used?
School teams should include families in two-way communication between staff and parents, welcome families into the program/classroom, and provide feedback and activities on their child's learning and development. Examples include communication apps, during drop off/pick up, home visits, conferences to name a few.
How do you assess and how frequently do you assess child development? How are ASQ screening results shared with families? What role does TS Gold and DECA play in on going child assessment?
Screenings and assessments are is used to inform instruction and assist with developing individual and programmatic goals best meeting the needs of young learners. As an organization we use ASQ: 3 and ASQ:SE for developmental screenings. Families complete the ASQ online prior to or at enrollment, but no later than the child's first 45 days of attendance.
Practice based coaching is used to place teaching team members in one of how many tiers?
3 - Curriculum and Instruction Specialists collaborate with School Leaders or Center Directors to place teachers in a tier based on data collection and observations.
How do you utilize active supervision in your classroom/center and describe what that looks like?
Keeping children safe is a top priority for our program. As a program we have implemented tactics, through zoning, name to face checks, scan and count, health & safety checks, and playground checks as a way to ensure child safety and awareness.
How do you communicate with families who may speak a language other than English?
School teams should create welcoming program environments that incorporate the whole family in the program.
How are developmental concerns identified and addressed?
ASQ results are reviewed by school leader and they communicate scores with classroom teachers. Teachers share results with families. Results will be shared with the family and Curriculum Coach will rescreen in 6 weeks. If child fails rescreen, DH&S, Family Engagement and School Leader will determine next steps for conversation about an evaluation.
Do you know what tier your coach has placed you in? Do you understand how the tiers work?
All Tiers are based on data collection and observations. Curriculum and Instruction Specialists collaborate with School Leaders/Center Directors. Teachers can move tiers throughout the year as they successfully and consistently achieve goals.
What systems are in place to identify potential safety risks in facilities or equipment?
School teams should ensure safe environments are maintained and correct identified safety issues, through processes such as health & safety checks, and playground checks as a way to ensure child safety and awareness.
How does the EHS program implement home visits and parent teacher conferences? How often and when do they occur?
School teams should promote parents’ roles as the child’s teacher through intentional and focused home visits. Share more about what you discuss with the family and what do you provide during the session.
What is the process for supporting classrooms with active IFSP's or potential open concerns?
Programs must provide any necessary modifications to the environment, multiple and varied formats for instruction, and individualized accommodations and supports as necessary to support the full participation of children with disabilities.
Are the coaching and goals you receive aligned to your classroom and professional growth?
Teachers can move tiers throughout the year as they successfully and consistently achieve goals. At least once a month the Curriculum and Instruction Specialist and the School Leader/Center Director discuss the process of goal progression.
What does a toothbrushing routine look like in the classroom and how does that translate from the lesson plan? How do you implement oral health into your program? Share details about the Brush curriculum and/or study.
Good oral health is important for overall health and well-being. All children with teeth should have oral hygiene education as a part of their daily activity. Classroom team members will promote the habit of regular toothbrushing.
Approximately how many home visits were held in the family’s home? How did you coordinate with families to schedule the home visit?
A program must offer opportunities for parents and family members to be involved in the program’s education services and implement policies to ensure at least two home visits are conducted per program year for each family. Team members and Family Engagement specialists should make every effort possible to complete the conference in the family's home. Such visits may take place at a program site or another safe location that affords privacy at the parent’s request, or if a visit to the home presents significant safety hazards for staff.
Describe how you individualize your lesson plans and experiences for children. How do you ensure you’re meeting the needs of all enrolled children, including dual language learners and children with disabilities? What role does the curriculum and assessments play in creating this experience for children?
Team members should focus on (but not limited to)
Do you know who to go to if you feel you need additional resources to be more successful in your position?
Teachers can connect with their school leader and/or coach for resources and professional development opportunities.
What is your role in ensuring incidents affecting the health & safety of the children in your care are reported appropriately? Are you aware reporting requirements if they suspect abuse or neglect regarding an EHS child, team member, or environment?
If a team member suspects child abuse, whether by a person in the child's home life or in the school/center, they must report this suspicion immediately to their school leader or their designee.
The school leader will assist the team member in reporting the incident to Child Protective Services. The school leader will be available to provide guidance, support and assistance to the person make the report.
What is the purpose of home visits?
The purpose of home visits is to engage the parents in the child’s learning & development. Home Visits give teachers and FES an opportunity to have constructive conversations with the parents.
Are ratio charts, first aid directives, lesson plans and schedules posted in a visible location?
Every classroom must have current postings displaying the following items: current lesson plan, child/adult ratio chart and First Aid directives.
How are teams/team members supported in our EHS network? What resources are available?
Early Learning leadership, network, and center team members establish high expectations for team members and implement ongoing communication and training systems to reinforce organizational accountability.
Team member handbooks play a vital role in understanding best practices in our space and help guide the work we do every day. Remember everything we do influences our child and family outcomes. From the EHS appendix, to the family engagement policy guide, onboarding, team member handbook, and network collaboration we are supporting the work throughout the partnership network while creating systems of communication to keep team members informed and knowledgeable of the direction forward.
Are allergy postings present? Are they up to date with current information?
A program must identify each child’s nutritional health needs, taking into account available health information, including the child’s health records, and family and staff concerns, including special dietary requirements, food allergies. A medical, allergy and/or dietary requirements form must be completed monthly or at the time of a new student’s enrollment by the operations manager or designee. This form must be posted in a conspicuous place in each classroom and in each kitchen on a clipboard.