Private Organization Accreditation

CSS Healthcare Services provides Community based health services to the young, the elderly and to Individuals with Developmental Disability. Founded in 1997, we have the ability to offer a variety of quality community-based services to our clients, which has greatly contributed to our growth and success.


Holy Family Institute

Sister Linda Yankoski, President/CEO

The Council On Accreditation provides all stakeholders involved in the delivery of social services the assurance that the organization is credible, effective, and is committed to quality improvement. The COA process is an important tool for anyone involved in leading an organization to establish best practices and maintaining and updating these practices over time.
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Early Childhood Education facilitates appropriate child development and ensures the health and safety of children in care.

PA-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
Full Implementation, Outstanding Performance
A rating of (1) indicates that the agency's practices fully meet the standard and reflect a high level of capacity.  
  • All elements or requirements outlined in the standard are evident in practice, with rare or no exceptions; exceptions do not impact service quality or agency performance. 
Substantial Implementation, Good Performance
A rating of (2) indicates that an agency's infrastructure and practices are basically sound but there is room for improvement. 
  • The majority of the standards requirements have been met and the basic framework required by the standard has been implemented.  
  • Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality or agency performance.  
Partial Implementation, Concerning Performance
A rating of (3) indicates that the agency's observed infrastructure and/or practices require significant improvement.  
  • The agency has not implemented the basic framework of the standard but instead has in place only part of this framework.   
  • Omissions or exceptions to the practices outlined in the standard occur regularly, or practices are implemented in a cursory or haphazard manner. 
  • Service quality or agency functioning may be compromised.   
  • Capacity is at a basic level.
Unsatisfactory Implementation or Performance
A rating of (4) indicates that implementation of the standard is minimal or there is no evidence of implementation at all.  
  • The agency’s observed service delivery infrastructure and practices are weak or non-existent; or show signs of neglect, stagnation, or deterioration.  
Please see Rating Guidance for additional rating examples. 

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

  • PA-ECE 3.01

    Parents have access to daily schedules and other classroom information.

    Interpretation: The agency 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.

  • PA-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 agency’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
    PA-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 PA-ECE 7.03 and PA-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.

  • PA-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.

  • PA-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.

  • PA-ECE 3.06

    The agency 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 agency 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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