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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

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