| Program Self-Assessment Checklist |
| NAEYC's Engaging Diverse Families Project |
| Family participation in decision making and goal setting. Our program invites families to actively take part in making decisions concerning their children’s education. Our staff collaborate with families to set goals for children’s education and learning both at home and at school. |
|
| Feature |
Yes |
Yes, but… |
No |
No, but… |
Don't know |
Not applicable |
Comments, examples, sources of evidence |
| We ask families about their hopes and expectations for their child either in writing or in person |
| We conduct parent-teacher conferences at least twice a year |
| During conferences, teachers and families jointly set goals for children’s education and learning at home and at school |
| Teachers and families regularly share information and discuss children’s progress toward achieving goals |
| Teachers plan and implement a curriculum that supports each child’s development and growth |
| Two-way communication. Strategies allow for both school- and family-initiated communication that is timely and continuous. Conversations focus on a child’s educational experience as well as the larger program. Communication takes multiple forms and reflects each family’s language preference. |
| Feature |
Yes |
Yes, but… |
No |
No, but… |
Don't know |
Not applicable |
Comments, examples, sources of evidence |
| Program offers multiple ways of communicating: |
| We ask families to indicate their preferred mode(s) of communication |
| We document communication and/or contact with families to track effectiveness (e.g., using the Family Checklist) |
| We conduct home visits |
| Staff engage families in face-to-face conversations at drop-off and pickup times |
| We initiate conversations by phone or through e-mail, as needed |
| We create bulletin boards that are informative, up-to-date, and interactive (e.g., sign-ups) |
| We provide written daily or weekly communication about the child’s activities |
| We pass journals or logs between home and school |
| We send e-mail updates to families |
| We use online technology to communicate with families (e.g., on the program website, in blogs about classroom activities, through photo-sharing sites, etc.) |
| We encourage families to use online groups/listservs to communicate with one another |
| We regularly share new photos of classroom activities |
| Program environment is welcoming to families: |
| We post and update information about staff (e.g., bios, background, photos, etc., on a bulletin board) |
| We ensure that communications (written and verbal) are inclusive of all family constellations |
| We schedule one-to-one enrollment sessions |
| We offer an orientation session for families |
| We provide interpreter services as needed |
| We translate written materials as needed |
| We provide child care for events or include younger and older siblings in activities |
| We provide or arrange for meals/snacks at events |
| We invite all family members to events and activities |
| We set aside physical space for family use (e.g., a lounge area with adult-size furniture) |
| We require staff to wear nametags |
| We create a family directory |
| We maintain an open-door policy |
| We post signs clearly showing classroom locations, etc. |
| Signs and other forms of written print are in families’ home languages and in English (e.g., we label classroom shelves, welcome signs, bulletin boards in multiple languages) |
| Reciprocal relationships. Our program and families benefit from shared resources and information. We invite families to share their unique knowledge and skills and encourage active participation in the life of the school. Teachers seek information about children’s lives, families, and communities and integrate this information into their curriculum and instructional practices. |
| Feature |
Yes |
Yes, but… |
No |
No, but… |
Don't know |
Not applicable |
Comments, examples, sources of evidence |
| Program encourages families to share their knowledge and skills: |
| We provide a list of jobs and/or ideas for volunteer opportunities |
| We inventory parent skills and talents |
| Family skills, talents, and financial means are matched with program need |
| We host social/fun events and activities |
| We ask about a child’s life, family, and community (e.g., cultural, ethnic, and religious background and traditions; important people and pets; etc.) at enrollment and throughout the year |
| We ask families for ideas for incorporating their language, culture, and community into the curriculum |
|
| We encourage families to contribute knowledge, skills, talents, and materials (e.g., music, crafts, games, toys, books, clothing, photographs, etc.) to the program |
| We integrate information about children’s lives, families, and communities into: |
| a. curriculum webs |
| b. daily/weekly classroom schedules |
| c. books, toys, posters, dramatic play, classroom props, photos, etc. |
| d. menus |
| Learning activities at home and in the community. Our program uses learning activities at home and in the community to enhance each child’s early learning and encourage and support families’ efforts to create a learning environment beyond the program. |
| Feature |
Yes |
Yes, but… |
No |
No, but… |
Don't know |
Not applicable |
Comments, examples, sources of evidence |
| Program provides resources to encourage learning at home: |
| We provide literacy bags, lending library, etc., for children |
| We have a lending library for adults |
| Early learning ideas/activities/information are conveyed via our program and/or classroom newsletters, handouts, fact sheets, etc. |
| We provide information on free/low-cost community activities and resources that support early learning |
|
| Program promotes learning activities in the community: |
| We collaborate with community groups to ensure responsiveness to the needs and interests of families and children |
| Staff attend community events and/or we invite the larger community to program events |
| We provide adult classes/programs or referrals that support the parenting role |
| We provide adult education (e.g., GED, ESL classes) and/or referrals |
| We provide other support/social services and/or referrals |
| Family participation in program-level decisions and wider advocacy efforts. Our program invites families to actively take part in making decisions about program plans and operations. We also invite families to advocate for early childhood education in the wider community. |
| Feature |
Yes |
Yes, but… |
No |
No, but… |
Don't know |
Not applicable |
Comments, examples, sources of evidence |
| Families serve on program boards and committees. |
| Staff offer information and training to help families learn about and prepare for advocacy efforts |
| We inform family members about the need for advocacy (e.g., letter writing campaigns, visiting legislators, testifying before decision-making bodies, etc.) and encourage their participation |
| A comprehensive program-level system. Our program institutionalizes family engagement policies and practices and ensures that teachers, administrators, and other staff, receive the supports they need to fully engage families. |
| Feature |
Yes |
Yes, but… |
No |
No, but… |
Don't know |
Not applicable |
Comments, examples, sources of evidence |
| Policies and practices are shaped by an overarching vision for the program: |
| Inclusive standards related to diversity, anti-bias, family engagement, etc., are reflected in: |
| a. program policy, mission, and vision statement |
| b. enrollment/orientation information and forms |
| c. handbook, newsletter, and other communication |
| d. a structured or formal anti-bias and/or diversity curriculum |
| e. ongoing professional development addressing issues involved in working effectively with diverse families (e.g., cultural competence, anti-bias, communication skills, second language acquisition, immigration, etc.) |
| f. diverse teaching staff reflecting the community the program serves |
| g. a family worker(s) or specialist |
