NAEYC ANCHOR CRITERIA
REACHING FOR THE STARS
1.A.01: Teachers work in partnership with families,
establishing and maintaining regular, ongoing, two-way communication
1+ Star Family Engagement: Facility staff have established and maintains a system for sharing and communicating with families the happenings, activities, and issues regarding their child's physical and
emotional state. RATING: 3
1.A.03: Teachers communicate with families on on-
going basis to learn about children’s individual needs and ensure a smooth transition between home and program
1+ Star Family Engagement: established and maintains a system for sharing and communication with families; Center has at least 2 methods of keeping families informed of their program: Bulletin Board, Handbook, Newsletter, Email/Listserv, Website (specific to each facility location). RATING: 3
4.E.02: Family members are provided information,
either verbally or in writing, about their child’s
development and learning on at least a quarterly basis, with written reports at least two times a year
2 Star Family Engagement: individual parent
conferences document at least twice annually with a written report. RATING: 3
7.A.09: Use of informal and formal methods to
communicate with families about program philosophy and curriculum objectives, including educational goals and effective strategies that can be used by families to promote their children’s learning. Staff use a variety of methods such as new family orientations, small group meetings, individual conversations, and written
questionnaires, which help staff get input from families
about curriculum activities throughout the year RATING: 1
7.A.11: Families may visit any area of the facility at any
time during the program’s regular hours of operation
as specified by the procedures of the facility 1+ Star Family Engagement: families are welcome into center at all times RATING: 4
7.A.13: The program’s governing or advisory groups
include families as members and active participants. Staff or other families in the program encourage and support family members in taking on leadership roles
1+ Star Family Engagement: Families participate in program and policy development through board involvement, planning meetings, or questionnaires RATING: 3
7.B.02: The program compiles and provides program
information to families in a language the family can understand. This information includes program policies
and operating procedures RATING: 1
7.B.05-.06: Program staff communicate with families
on a daily basis regarding infants and toddlers/twos and a weekly basis for older children; report on activities and developmental milestones, shared
caregiving issues, and other information that affects the well-being and development of their children. Where in-person communication is not possible, program staff communicate through established alternative means
1+ Star Family Engagement: Facility staff have established and maintains a system for sharing and communicating with families the happenings, activities, and issues regarding their child's physical and
emotional state. RATING: 3
7.A.12: The program facilitates opportunities for
families to meet with one another on a formal and informal basis, work together on projects to support the program, and learn from and provide support for each other
1+ Star Family Engagement: Two family meetings w/guest speakers or special events are held each year RATING: 3
7.A.14: Program staff and families work together to
plan events. Families’ schedules and availability are
considered as part of this planning RATING: 1
7.C.05: Program staff provide families with information
about programs and services from other organizations. Staff support and encourage families’ efforts to
negotiate health, mental health, assessment, and educational services for their children
2 Star Family Engagement: The program maintains a current list of available community resources, including health care, education, nutrition and counseling. The program assists families in locating and connecting with these services as needed. RATING: 3
Compliance Monitoring 3.1, Family & Community Engagement: Program teaching staff plan, schedule,
and facilitate no fewer than two home visits per program year to discuss child's development and
progress RATING: 1
NAEYC ANCHOR CRITERIA
OKLAHOMA EARLY CHILDHOOD PROGRAM (OECP)
1.A.01: Teachers work in partnership with families,
establishing and maintaining regular, ongoing, two-way communication
Provider Agreement: Family Support: The program shall provide family support workers to support the child and families served.
1.A.03: Teachers communicate with families on on-
going basis to learn about children’s individual needs and ensure a smooth transition between home and program
Provider Agreement: Family Support: The program shall provide family support workers to support the child and families served
4.E.02: Family members are provided information,
either verbally or in writing, about their child’s
development and learning on at least a quarterly basis, with written reports at least two times a year
7.A.09: Use of informal and formal methods to
communicate with families about program philosophy and curriculum objectives, including educational goals and effective strategies that can be used by families to promote their children’s learning. Staff use a variety of methods such as new family orientations, small group meetings, individual conversations, and written
questionnaires, which help staff get input from families about curriculum activities throughout the year
Provider Agreement: Family Support: The program shall provide family support workers to support the child and families served
7.A.11: Families may visit any area of the facility at any
time during the program’s regular hours of operation as specified by the procedures of the facility
7.A.13: The program’s governing or advisory groups
include families as members and active participants. Staff or other families in the program encourage and support family members in taking on leadership roles
7.B.02: The program compiles and provides program
information to families in a language the family can understand. This information includes program policies and operating procedures
7.B.05-.06: Program staff communicate with families
on a daily basis regarding infants and toddlers/twos and a weekly basis for older children; report on activities and developmental milestones, shared
caregiving issues, and other information that affects the well-being and development of their children. Where in-person communication is not possible, program staff communicate through established alternative means
7.A.12: The program facilitates opportunities for
families to meet with one another on a formal and informal basis, work together on projects to support the program, and learn from and provide support for each other
7.A.14: Program staff and families work together to
plan events. Families’ schedules and availability are considered as part of this planning
7.C.05: Program staff provide families with information
about programs and services from other organizations. Staff support and encourage families’ efforts to
negotiate health, mental health, assessment, and educational services for their children
Contract: 5. Community Relationships (A-C) In building family partnerships and ensuring that enrolled families have access to community resources that will meet their needs, Provider will work collaboratively with families to identify and access, directly or through referrals, services and resources that are responsive to each family's interests and goals
Compliance Monitoring 3.1 Family & Community Engagement: Program teaching staff plan, schedule,
and facilitate no fewer than two home visits per program year to discuss child's development and progress
NAEYC ANCHOR CRITERIA
SDE PRE-K PROGRAMS
1.A.01: Teachers work in partnership with families,
establishing and maintaining regular, ongoing, two-way
communication RATING: 1
1.A.03: Teachers communicate with families on on-
going basis to learn about children’s individual needs and ensure a smooth transition between home and
program RATING: 1
4.E.02: Family members are provided information,
either verbally or in writing, about their child’s
development and learning on at least a quarterly basis,
with written reports at least two times a year RATING: 1
7.A.09: Use of informal and formal methods to
communicate with families about program philosophy and curriculum objectives, including educational goals and effective strategies that can be used by families to promote their children’s learning. Staff use a variety of methods such as new family orientations, small group meetings, individual conversations, and written
questionnaires, which help staff get input from families about curriculum activities throughout the year
Rules and Regulations 3. The program shall encourage family involvement to support the child's education experience. RATING: 2
7.A.11: Families may visit any area of the facility at any
time during the program’s regular hours of operation
as specified by the procedures of the facility RATING: 1
7.A.13: The program’s governing or advisory groups
include families as members and active participants. Staff or other families in the program encourage and
support family members in taking on leadership roles RATING: 1
7.B.02: The program compiles and provides program
information to families in a language the family can understand. This information includes program policies
7.B.05-.06: Program staff communicate with families
on a daily basis regarding infants and toddlers/twos and a weekly basis for older children; report on activities and developmental milestones, shared
caregiving issues, and other information that affects the well-being and development of their children. Where in-person communication is not possible, program staff
communicate through established alternative means RATING: 1
7.A.12: The program facilitates opportunities for
families to meet with one another on a formal and informal basis, work together on projects to support the program, and learn from and provide support for
each other RATING: 1
7.A.14: Program staff and families work together to
plan events. Families’ schedules and availability are
considered as part of this planning RATING: 1
7.C.05: Program staff provide families with information
about programs and services from other organizations. Staff support and encourage families’ efforts to
negotiate health, mental health, assessment, and
educational services for their children RATING: 1
Compliance Monitoring 3.1 Family & Community Engagement: Program teaching staff plan, schedule,
and facilitate no fewer than two home visits per program year to discuss child's development and
progress RATING: 1
NAEYC ANCHOR CRITERIA
OK PARENTS AS TEACHERS
1.A.01: Teachers work in partnership with families,
establishing and maintaining regular, ongoing, two-way communication
#12 Families with 1 or fewer high needs characteristics receive at least 12 personal visits annually and families with 2 or more high needs characteristics receive at least 24 personal visits annually. RATING: 2
1.A.03: Teachers communicate with families on on-
going basis to learn about children’s individual needs and ensure a smooth transition between home and program
#12 Families with 1 or fewer high needs characteristics receive at least 12 personal visits annually and families with 2 or more high needs characteristics receive at least 24 personal visits annually. RATING: 2
4.E.02: Family members are provided information,
either verbally or in writing, about their child’s
development and learning on at least a quarterly basis,
with written reports at least two times a year #10 Parent educators develop and document goals with each family they serve. RATING: 2
7.A.09: Use of informal and formal methods to
communicate with families about program philosophy and curriculum objectives, including educational goals and effective strategies that can be used by families to promote their children’s learning. Staff use a variety of methods such as new family orientations, small group meetings, individual conversations, and written
questionnaires, which help staff get input from families about curriculum activities throughout the year
#11 Parent educators use the foundational visit plans and planning guide from the curriculum to design and deliver personal visits to families. RATING: 2
7.A.11: Families may visit any area of the facility at any
time during the program’s regular hours of operation
as specified by the procedures of the facility RATING: 1
7.A.13: The program’s governing or advisory groups
Staff or other families in the program encourage and support family members in taking on leadership roles
7.B.02: The program compiles and provides program
information to families in a language the family can understand. This information includes program policies
and operating procedures RATING: 1
7.B.05-.06: Program staff communicate with families
on a daily basis regarding infants and toddlers/twos and a weekly basis for older children; report on activities and developmental milestones, shared
caregiving issues, and other information that affects the well-being and development of their children. Where in-person communication is not possible, program staff
communicate through established alternative means RATING: 1
7.A.12: The program facilitates opportunities for
families to meet with one another on a formal and informal basis, work together on projects to support the program, and learn from and provide support for
each other RATING: 1
7.A.14: Program staff and families work together to
plan events. Families’ schedules and availability are
considered as part of this planning RATING: 1
7.C.05: Program staff provide families with information
about programs and services from other organizations. Staff support and encourage families’ efforts to
negotiate health, mental health, assessment, and educational services for their children
#16 Parent educators connect families to resources that help them reach their goals and address their needs. RATING: 4
Compliance Monitoring 3.1 Family & Community Engagement: Program teaching staff plan, schedule,
and facilitate no fewer than two home visits per program year to discuss child's development and progress
#12 Families with 1 or fewer high needs characteristics receive at least 12 personal visits annually and families with 2 or more high needs characteristics receive at least 24 personal visits annually. RATING: 2
NAEYC ANCHOR CRITERIA
OK CHILD CARE LICENSING
1.A.01: Teachers work in partnership with families,
establishing and maintaining regular, ongoing, two-way communication
Section 10. Parent-staff communication (c) verbal or written system is used by staff to share day-to-day happenings, changes in a child' physical or emotional state....RATING: 3
1.A.03: Teachers communicate with families on on-
going basis to learn about children’s individual needs and ensure a smooth transition between home and program
Section10. Parent-staff communication (c) verbal or written system is used by staff to share day-to-day happenings, changes in a child' physical or emotional state.... RATING: 3
4.E.02: Family members are provided information,
either verbally or in writing, about their child’s
development and learning on at least a quarterly basis, with written reports at least two times a year
Section 10(c)Verbal or written system is used by staff to share day-to-day happenings, changes in a child' physical or emotional state....(d)each center is required to provide at least four of the options listed in (1) through (6)…(2) Conference are held at least once a year and at other times as needed to discuss children's progress, accomplishments and difficulties. RATING:2
7.A.09: Use of informal and formal methods to
communicate with families about program philosophy and curriculum objectives, including educational goals and effective strategies that can be used by families to promote their children’s learning. Staff use a variety of
Section 10. Parent-staff communication (d)(5) Parents are informed of the center's program through a parents' bulletin board, regular newsletters, or parent handbook RATING: 2
methods such as new family orientations, small group meetings, individual conversations, and written
questionnaires, which help staff get input from families about curriculum activities throughout the year
7.A.11: Families may visit any area of the facility at any
time during the program’s regular hours of operation as specified by the procedures of the facility
Section 10. Parent-staff communication (a) parents of enrolled children are permitted reasonable access to all parts of the child care center during hours of operation unless restricted under provision of Section 7.1(c)(3) RATING: 3
7.A.13: The program’s governing or advisory groups
include families as members and active participants. Staff or other families in the program encourage and
support family members in taking on leadership roles RATING: 1
7.B.02: The program compiles and provides program
information to families in a language the family can understand. This information includes program policies
and operating procedures RATING:1
7.B.05-.06: Program staff communicate with families
on a daily basis regarding infants and toddlers/twos and a weekly basis for older children; report on activities and developmental milestones, shared
caregiving issues, and other information that affects the well-being and development of their children. Where in-person communication is not possible, program staff communicate through established alternative means
Section 10. Parent-staff communication (d)(5) Parents are informed of the center's program through a parents' bulletin board, regular newsletter, or parent handbook RATING: 2
7.A.12: The program facilitates opportunities for
families to meet with one another on a formal and informal basis, work together on projects to support the program, and learn from and provide support for each other
Section 10. Parent-staff communication (d)(4) Parent meetings are held, with guest speakers or special events, for example, open house, family pot-luck dinners, or children's programs. RATING: 2
7.A.14: Program staff and families work together to
plan events. Families’ schedules and availability are
considered as part of this planning RATING:1
7.C.05: Program staff provide families with information
about programs and services from other organizations. Staff support and encourage families’ efforts to
negotiate health, mental health, assessment, and
educational services for their children RATING: 1
Compliance Monitoring 3.1 Family & Community Engagement: Program teaching staff plan, schedule,
and facilitate no fewer than two home visits per program year to discuss child's development and
progress RATING:1
NAEYC ANCHOR CRITERIA
HEAD START
1.A.01: Teachers work in partnership with families,
establishing and maintaining regular, ongoing, two-way communication
1304.51 (c)(1-2) Communication with families. Grantee and delegate agencies must ensure that effective two- way comprehensive communications between staff and parents are carried out on a regular basis throughout the program year. Communication with parents must be carried out in the parents' primary or preferred language or through an interpreter, to the extent feasible. RATING: 4
1.A.03: Teachers communicate with families on on-
going basis to learn about children’s individual needs and ensure a smooth transition between home and program
1304.20 (e) Involving parents. In conducting the process, as described in Sec. Sec. 1304.20 (a), (b), and (c), and in making all possible efforts to ensure that each child is enrolled in and receiving appropriate health care services, grantee and delegate agencies must: 1304.21 (c)(1)(i); 1304.40 (e) (h); 1304.41 (C). RATING: 4
4.E.02: Family members are provided information,
either verbally or in writing, about their child’s
development and learning on at least a quarterly basis, with written reports at least two times a year
Compliance Monitoring 3.1: Parents as Their Child's Educators: Program teaching staff plan, schedule, and facilitate no fewer than two staff-parent conferences and no fewer than two home visits per program year to discuss each child’s development and progress;
1304.40(i)(2); 1304.40(e)(5) RATING: 4
7.A.09: Use of informal and formal methods to
communicate with families about program philosophy and curriculum objectives, including educational goals and effective strategies that can be used by families to promote their children’s learning. Staff use a variety of methods such as new family orientations, small group meetings, individual conversations, and written
questionnaires, which help staff get input from families