Private Organization Accreditation

Money Management International is a nationwide nonprofit organization that provides counseling and education related to credit, housing and bankruptcy, and offers debt management assistance if needed. MMI also conducts community education programs in the areas where we have a physical presence.


Orange County Government, Youth & Family Services Division

Rodney J. Hrobar Sr., LMHC, CPP, Quality Assurance Manager

As the lead agency in Orange County, providing the safety net for children and families, it is reassuring that our clients can be confident that their needs will be addressed in accordance with the most stringent standards of public, as well as private, accountability as monitored and reviewed by the Council on Accreditation. 
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Early Childhood Education facilitates appropriate child development and ensures the health and safety of children in care.

ECE 3: Parental Involvement and Support

Parents are active participants and partners and receive the support and information needed to promote healthy child development.

Research Note: The research on early childhood education demonstrates that teacher-family partnerships are a key indicator of quality and a strong predictor of positive developmental outcomes. Quality programs view parents as the child’s primary caregiver with a critical role in the child’s healthy development; tailor the program to meet families’ emerging needs to the greatest extent possible; encourage maximum family involvement; and support, educate, and empower families.

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 the opportunities for parent involvement
    • Informational material provided to parents
    • Copies of classroom information available to parents
    • Community resource and referral list
    • Interview:
      1. Program director
      2. Teaching staff
      3. Parents
    • Review child files
    • Observe facility
    • Observe parent/ teacher interactions

  • ECE 3.01

    Parents have access to daily schedules and other classroom information.

    Interpretation: The organization may use classroom bulletin boards, newsletters, a webpage, or email to provide parents with consistent access to classroom information. Information on daily routines should include the menu if meals are provided.

  • ECE 3.02

    Parents are encouraged to be actively involved in the program.

    Interpretation: Active involvement in the program can include participation in classroom activities as an aid or volunteer, parent education meetings, parent advisory boards, regular parent meetings, or sitting on the organization’s governing body. Having an open-door policy is one effective method for encouraging parents to visit the program, meet with their child’s teacher, and participate in daily activities or special events.

  • FP
    ECE 3.03

    Parents are helped to understand and be actively involved in their child’s development and education through:

    1. participation in decisions affecting their child;
    2. daily updates and two-way communication of information;
    3. parent-teacher conferences that are held biannually, or more often as needed, given the child’s progress;
    4. assistance with recognizing developmental, health, or behavioral issues that may require additional services or support; and
    5. visits to the program.

    Interpretation: Teaching staff should have a system for documenting daily events, accomplishments, or concerns to share with parents.

    Interpretation: Parents should be encouraged to share information on the child’s behavior and development at home to ensure assessments are comprehensive and reflective of both the home and classroom environment. See ECE 7.03 and ECE 7.04 for more information on involving parents in assessments.

    Interpretation: Health resources can include hearing and vision screenings, resources for immunizations and well-baby check-ups, and the state and local health department.

    Research Note: The early detection of vision and hearing deficits is critical to limiting any developmental delays that could result.

  • ECE 3.04

    Teaching staff discuss cultural values and beliefs with parents and:

    1. adjust caregiving practices, daily routines, and classroom activities as appropriate; and
    2. approach differing points of view respectfully and in an empathetic manner.

    Interpretation: Providing culturally responsive care that reflects the care provided at home can be comforting to the child. Daily routines that may be adjusted based on a family’s belief system include potty training, feeding, and napping. However, not all cultural practices should be supported in the classroom as they may cause harm to children or contradict developmentally-appropriate practice. Teaching staff should discuss with their supervisors how parental preferences can be appropriately incorporated into the child care setting.

    Research Note: A study that reviewed cultural conflicts between teaching staff and parents found that conflicts tended to fall into three categories: (1) daily childrearing practices such as feeding, gender roles, sleeping techniques, and discipline; (2) specific cultural customs such as the celebration of holidays, ceremonial clothing, and hygiene; and (3) biases or preferences toward specific cultural groups such as parents’ preferences for same-race teaching staff or the use of their native language in the classroom.

  • ECE 3.05

    Information is available to help parents cope with child-rearing responsibilities.

    Interpretation: Information should address the needs and interests of parents and can include topics such as:

    1. child development;
    2. child health issues;
    3. transition to school; and
    4. nutrition.

    Information can be provided through:

    1. pamphlets;
    2. brochures;
    3. relevant publications;
    4. newsletter;
    5. bulletin boards;
    6. seminars;
    7. parent support groups;
    8. referrals to outside providers; or
    9. other programs or media appropriate to the size of the service.

  • ECE 3.06

    The organization is flexible and responsive to the changing needs and unique circumstances of families served.

    Interpretation: Changing needs or unique circumstances can include job loss, military deployment, the birth of a sibling, a death in the family, family violence, or divorce.

    Examples of how an organization can demonstrate flexibility and responsiveness include:

    1. adjusting operating hours to accommodate changing work schedules;
    2. providing flexible care on an hourly or daily basis to facilitate job searches;
    3. referring families to local resources; and
    4. incorporating activities into the daily schedule to help children cope with stressors.
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