WHO IS ACCREDITED?

Private Organization Accreditation

Consumer Credit Counseling Service of the Savannah Area's mission is to provide the best non-profit community service, dedicated to delivering professional and confidential counseling, debt management, housing counseling and consumer education to all segments of the community regardless of ability to pay.
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VOLUNTEER TESTIMONIAL

Rochelle Haimes, ACSW

Volunteer Roles: Commissioner; Peer Reviewer; Standards Panel Member; Team Leader

Rochelle is a Consultant working with a variety of private organizations to become accredited. Her primary area of expertise is in facilitating the development of PQI systems and activities. Her previous experience with both small and large organizations is the cornerstone for her long-standing volunteer activities as a Peer reviewer and as a Team Leader.
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Purpose

Early Childhood Education facilitates appropriate child development and ensures the health and safety of children in care.

CYD-ECE 11: Transition

Teaching staff work with parents and children to plan for orderly transitions.

Rating Indicators
1
The program’s practices fully meet the standard, as indicated by full implementation of the practices outlined in the Practice Standards.
2
Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice Standards.
3
Practice requires significant improvement, as noted in the ratings for the Practice Standards.
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.

Table of Evidence

Self-Study Evidence On-Site Evidence On-Site Activities
    • Procedures for transitioning to another classroom or age group (CYD-ECE 11.03)
    • Procedures for transitioning to another school or program (CYD-ECE 11.04)
    • Policy for removing a child from care provided to parents upon enrollment (CYD-ECE 11.06)
    • Community resource and referral list
    • Interview:
      1. Program director
      2. Teaching staff
      3. Parents
    • Review child files

  • CYD-ECE 11.01

    Parents and children receive assistance with managing transitions between the home and the child care setting.

    Interpretation: This can include helping the parent or child cope with daily drop-offs and/or departures or being sensitive to parents or children who are struggling with the idea of using out-of-home care for the first time.


  • CYD-ECE 11.02

    Teaching staff promote smooth transitions throughout the day by ensuring:

    1. transitions are well-planned;
    2. children receive advance notice; and
    3. activities are long enough to promote sustained play.

  • CYD-ECE 11.03

    When the child needs to transition to another classroom or age group within the program, the current teacher:

    1. engages parents in a discussion of the child’s developmental needs and the reason for the transition;
    2. provides parents with general information on the transition process;
    3. arranges opportunities for the child to visit the new classroom and meet teaching staff and peers prior to the transition; and
    4. shares information with the new teacher to facilitate an orderly transition.

  • CYD-ECE 11.04

    When the child needs to transition to school or another program, teaching staff:

    1. engage parents in a discussion of the child’s developmental needs and most suitable options;
    2. provide parents with general information on transitioning from the program;
    3. share information with other providers to facilitate an orderly transition; and
    4. notify collaborating service providers that the child has transitioned from the program.

  • CYD-ECE 11.05

    When the program can no longer meet a family’s need for care, it refers families to local resources such as child care resource and referral.

    Interpretation: Reasons why a program may no longer be able to meet the needs of the family include non-payment, when special needs arise that the program can’t meet with reasonable accommodation, or a change in work schedules that the program cannot accommodate.


  • CYD-ECE 11.06

    The program has a systematic process for removing children from care that is communicated with families upon enrollment.

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