Private Organization Accreditation

HeartShare assist individuals with developmental disabilities through education, day, residential and recreation programs, case management, and health services, and provides foster care/adoption services, counseling, after school and energy assistance programs, and programs for people with HIV/AIDS.


Audrey Coleman, RN-MSN

Volunteer Roles: Military Reviewer; Peer Reviewer; Team Leader

My first experience with COA was in 1999 with what was a NC Area Program. I started as a peer reviewer in 2005, doing two to four site visits a year. I am also a team leader and have recently been approved to be a military reviewer.
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Families participating in Child and Family Development and Support Services delivered through strong community partnerships gain new competencies, improve child health and well-being, improve family functioning, and make family-community connections.

CFD 11: Parent Education Services

Educational and skill-building activities empower parents and improve adult functioning.

NA The program model is not designed to provide parent education services.

Rating Indicators
All elements or requirements outlined in the standard are evident in practice, as indicated by full implementation of the practices outlined in the Practice standards.
Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice standards; e.g.,
  • Minor inconsistencies and not yet fully developed practices are noted, however, these do not significantly impact service quality; or
  • Procedures need strengthening; or
  • With few exceptions procedures are understood by staff and are being used; or
  • For the most part, established timeframes are met; or
  • Proper documentation is the norm and any issues with individual staff members are being addressed through performance evaluations (HR 6.02) and training (TS 2.03); or
  • Active client participation occurs to a considerable extent.
Practice requires significant improvement, as noted in the ratings for the Practice standards. Service quality or program functioning may be compromised; e.g.,
  • Procedures and/or case record documentation need significant strengthening; or
  • Procedures are not well-understood or used appropriately; or
  • Timeframes are often missed; or
  • A number of client records are missing important information  or
  • Client participation is inconsistent; or
  • One of the Fundamental Practice Standards received a rating of 3 or 4.
Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice standards; e.g.,
  • No written procedures, or procedures are clearly inadequate or not being used; or
  • Documentation is routinely incomplete and/or missing; or  
  • Two or more Fundamental Practice Standards received a rating of 3 or 4.

Table of Evidence

Self-Study Evidence On-Site Evidence On-Site Activities
    • A description of services
    • Table of contents of educational curricula
    • Educational curricula
    • Interview:
      1. Program director
      2. Relevant personnel
    • Review case records

  • CFD 11.01

    Child and family characteristics, such as age, developmental level, race, culture, ethnicity, language, and literacy level, are considered when choosing or designing educational interventions, materials, and curricula.

    Interpretation: Organizations should seek the input of families and other community members when developing educational interventions, materials, and curricula.

  • FP
    CFD 11.02

    Families are educated about child development and child rearing topics that include, as appropriate:

    1. basic caregiving routines;
    2. child growth and development, including physical, cognitive, and social development;
    3. environmental safety and injury prevention;
    4. meeting children’s health and emotional needs;
    5. parent-child interactions and bonding; and
    6. age-appropriate behavioral expectations and appropriate discipline for children.

    Interpretation: Organizations should tailor how topics are addressed based on participants’ needs. For example, when serving expectant parents or parents of young children, education on environmental safety and injury prevention should address topics such as safe practices for sleeping and bathing. Organizations can also tailor the topics they address to reflect program goals.  For example, a program whose primary aim is to help parents provide educational enrichment for preschoolers can develop a curriculum specifically geared toward helping families achieve that goal.

  • FP
    CFD 11.03

    Expectant parents are educated about the following prenatal health topics:

    1. fetal growth and development;
    2. the importance of prenatal care;
    3. nutrition and proper weight gain;
    4. appropriate exercise;
    5. medication use during pregnancy;
    6. effects of tobacco and substance use on fetal development;
    7. what to expect during labor and delivery; and
    8. benefits of breastfeeding.

    Interpretation: These topics may be addressed by qualified medical personnel in the context of the prenatal health care referenced in CFD 9.02.

    NA The organization does not serve expectant parents.

  • CFD 11.04

    Parent education services promote self-sufficiency and self-efficacy by building on family strengths and addressing topics related to positive personal functioning and development, as appropriate to the needs of the service population.

    Interpretation: Topics will vary according to program type and population served, but should respond to the needs of service recipients. Relevant topics can include, but are not limited to: problem solving and decision-making; managing, coping with, and relieving stress and anger; time, budget, and household management; interpersonal relations and communication; developing supportive networks; life transitions; personal growth and future aspirations; and effectively utilizing available community resources.

  • CFD 11.05

    When parent education is provided in a group setting, services:

    1. emphasize group learning and sharing;
    2. respond flexibly to the changing needs of group members; and
    3. are scheduled with participants’ time commitments in mind.

    Interpretation: Although some skills may be taught formally in a classroom context, program personnel should also engage parents through more experiential methods, such as coaching and role modeling, that are designed to actively involve participants and help them personalize the information they are taught.

    NA The organization does not provide parent education groups.

  • CFD 11.06

    Group programs provide participants with opportunities to:

    1. contribute by asking questions and sharing their experiences;
    2. listen to and learn from those who are similar to and different from themselves;
    3. develop positive relationships with others;
    4. assume responsibilities and develop leadership capacities; and
    5. participate in activities of interest.

    NA The organization does not provide parent education groups.

  • CFD 11.07

    Personnel providing parent education services in a group setting are available to meet with parents individually, as needed.

    Interpretation: If personnel are unable to meet with parents before or after group sessions, it is also acceptable to be available to parents at other times.

    NA The organization does not provide parent education groups.

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