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The FCCPSA proudly maintains an accreditation partnership agreement that provides AdvancED/SACS accreditation to FCCPSA schools. This partnership allows schools to obtain both FCCPSA and SACS accreditation through one seamless process utilizing AdvancED unique protocols and platforms.   

The Florida High School Athletic Association (FHSAA) requires that all full member senior high schools be accredited by one of 15 approved accrediting agencies.
http://www.fhsaa.org/
departments/membership/
accrediting-agencies
In 1996, the Florida Legislature established the Gold Seal Quality Care program to acknowledge child care facilities and family day care homes that are accredited by nationally recognized agencies and whose standards reflect quality in the level of care and supervision provided to children. http://www.myflfamilies.com/ service-programs/child-care/goldseal

Contact Information for the FCCPSA Office:
Get the details here

7.0  Relationships

Founding Principles

Being a child’s first teacher, parents have the ultimate responsibility for their care and development. The early learning program respects the critical role parents play in supporting the growth and development of their child. It is critical that the program and all members of the team invest in building positive relationships with the children they work with every day, fellow team members and administrative staff, but most importantly with the parents/guardians that have chosen them to be their ally the transformation of their child's development.

7.1 Public Relations
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7.1.1 Public Relations: All informational sources established by the program accurately describe the early learning program, including its enrollment policy, vision, mission, philosophy of education and statement of nondiscrimination.

7.2 Parent or Guardian Handbook:
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7.2.1 Contents and Communication: Parents/guardians of the children in the program receive a parent/guardian handbook that includes but is not limited to:
1) The philosophy statement regarding the care and education of young children attending the program, including what discipline techniques will be used; discipline methods are not severe,  humiliating or frightening, food is not used as a reward or punishment and corporal or physical punishment is not used.
2) Policies regarding holidays, illnesses, hours of operation, fees, refunds, enrollment, and termination procedures;
3) An explanation of the program's day-to-day functioning.
4) Parents/guardians sign a statement acknowledging that they understand and support the program's policies as outlined in the parent/guardian handbook.

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7.2.2 Visitation Rights: The program has an open-door policy regarding visits by parents/guardians on the program’s premises, including in their child’s classroom. Policies concerning parent/guardian involvement (e.g., visiting, observing, and volunteering) are in place to ensure the partnership between home and program is maintained.

7.3 Communication
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7.3.1 Communication Events Activities: Administrators and staff communicate with the parents/guardians in a variety of ways on a regular basis daily and weekly by verbal communication or posted information and monthly by newsletter and/or classroom calendar of events, or through electronic means.

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7.3.2 Communication Resources: The provider shares information with parents about common child-rearing issues such as signs of infectious disease or temper tantrums. The provider has information about community resources that offer services to parents and children. These resources may include but are not limited to health, mental health, nutrition/fitness, child care resource and referral, special needs, care for infants including breast feeding supports, and child care subsidies.

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7.3.3 General Conferences about their Children: Conferences with each child’s parent(s)/guardian are offered at least twice per year—and at other times as needed—to discuss the child’s developmental progress, personal care, and education. Conference schedules accommodate working parents/guardians.

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7.3.4 Conferences Regarding the Child's Development Progress: Parents/guardians of the children in the program receive communication regarding their children’s developmental progress at least twice per year. During parent/guardian conferences, summaries of the results of child observation forms used during scheduled observations of the child are shared with parents/guardians, and parents/guardians are encouraged to participate in the goal-setting process for the child.

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7.3.5 Reporting of Significant Changes in Behavior: Significant changes in a child's pattern of behavior and or physical condition are reported to the parents(s)/guardians(s), documented, and placed in the child's file.

7.4 Developing a Nurturing Environment
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7.4.1 Sincere Commitment to Children: The provider cares about, respects, and is committed to helping each child develop to his or her full potential. The provider is sincere and comfortable with children. The provider lovingly accepts all children and to enjoy being with them.

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7.4.2 Affection: The provider shows affection to each child in some way. She holds or carries babies frequently, depending on their individual preferences as shown by expressions of discomfort, such as crying or fussing, as well as their expression of well-being, such as smiling and cooing as well as their body language or settling in or pulling away.

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7.4.3 Responds To Child Behavior Indicators: The provider observes children's behavior, verbal and body language, and abilities. The provider uses this information to respond to each child. The provider recognizes signs of stress in children's behavior and responds with appropriate stress-reducing activities. For example, the provider responds to a baby's crying as promptly and effectively as possible.

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7.4.4 Positive Attitudes: The provider shows positive attitudes toward bottle weaning, diapering, toilet learning, discipline, and special needs of children.

7.5 Parent or Guardian Education
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7.5.1 Parent Training Programs: The program director plans and implements regularly scheduled parent/guardian programs that support parents/guardians in their parenting role and reinforce the mission of the program. These programs take place at least quarterly.

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7.5.2 Referral to Community Resources: The director is familiar with community services and resources regarding children with specific needs and provides this information to parents/guardians. The director and staff work collaboratively with community agencies in providing information as needed.

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7.5.3 Parent Survey: All parents/legal guardians of children enrolled in the early care and education program are given the opportunity to complete a survey in which they’re asked to evaluate the quality of the program. A survey form is sent along with a letter that explains the purpose of the survey as an integral part of the program and solicits full participation. The letter also instructs the parents/guardian to return the completed survey sealed in an enclosed, pre-stamped and addressed envelope. The sealed surveys are opened and processed by a designated validator the day of the site visit and responses of the Survey will be provided to the early childhood program administration and staff with a summary included in the final evaluation report.