Relationships with the community gear

Programs establish community relationships that support children and their families.

Key Practice 1: Program supports children and families with transitions to and from new learning environments.

Entry

DELACARE Regulations for Early Care and Education and School- Age Centers:

23. Center Policies- Parent/Guardian

39. Enrollment

Emerging

  • Program leaders and educators are knowledgeable about the importance of seamless transitions for young children and families.
  • Program has a policy that states how they partner with families during transition processes.
  • Program ensures that families exiting the program are connected to community resources and supports that facilitate the transition to the next setting.

Developing

  • Program has working relationships and routinely communicate with community agencies and settings that serve their children and families (e.g. programs that both “send and receive” children)
  • Program routinely shares information with families about other programs in the community that may be involved in children’s transition (e.g. school district information)
  • Program routinely follows up with families after they exit the program to “check in.”

Advanced

  • Program partners to plan transitions to meet the individualized needs of young children and their families (timing is flexible).
  • Program partners with other agencies/schools in their communities to plan and implement transition activities (e.g., cross-site visitation, shared PD, videos of new environments, etc).

Key Practice 2: Program engages with community organizations to support the needs and learning experiences of all children enrolled in the program.

Entry

DELACARE Regulations for Early Care and Education and School- Age Centers:

23. Center Policies- Parent/Guardian Handbook

25. Substitutes, Volunteers, and Contracted Special Services Persons

42. Documenting Children’s Progress

44. Observation

Emerging

  • Program staff are knowledgeable and maintain updated information on community resources that respond to the needs of children in the program.
  • Program has a policy that addresses community relationships, community resources, referrals, and implementation.
  • Program provides information about community agency supports and referral systems in families’ home language to the extent possible/available.

Developing

  • Program develops partnerships with early intervention and school districts, teachers, and families to meet the needs of individual children with disabilities.
  • Program routinely makes referrals to meet the needs of children.
  • Program maintains relationships with community agencies that extend/expand the curriculum and support high quality practice.
  • Program supports diversity in engaging with local community agencies.
  • Program partners with community agencies to maintain current information about community resources and activities and share this information with families.

Advanced

  • Program actively partners with schools and Child Development Watch to plan and implement IEPs/IFSPs to meet the needs of young children with disabilities.
  • Program develops formalized relationships/agreements with partnering agencies.
  • Program actively participates in community-wide efforts to improve the well-being of young children.

Key Practice 3: Program engages with community organizations to support and promote the family well-being.

Entry

DELACARE Regulations for Early Care and Education and School- Age Centers:

20. Positive Behavior Management

66. Emergency Planning

68. Field Trips and Program Outings

Emerging

  • Program staff are knowledgeable and maintain updated information on community resources that respond to the needs of families in the program.
  • Program has a policy that addresses community relationships, community resources, referrals, and implementation.
  • Program provides information about community agency supports and referral systems in families’ home language to the extent possible/available.
  • Program collects information from parents on what is important for family well- being.

Developing

  • Program maintains connections with community agencies that assist the program in supporting family education, family as the child’s first teacher, and overall family well-being.
  • Program partners with community agencies to maintain current information about community resources and activities and share this information with families.
  • Program routinely provides referrals to meet the needs of families.
  • Program supports diversity in engaging with local community agencies.

Advanced

  • Program develops formalized relationships/agreements with family service partnering agencies.
  • Program actively participates in community-wide efforts to improve the well-being of families.
  • Program supports staff in understanding, expertise and practices regarding family well-being.