ENROLLMENT AND
FAMILY MEETING GUIDE
(Optional Tool)
Instructions: This guide has three sections.
The first section is a sample form programs could use to develop agendas for the meeting, track and
document meetings with families. The form is also a good reminder for follow up activities. Please be sure
to keep notes of the meeting in case you need to reference your notes at a later date or there are follow
up activities that need to be done (i.e. sharing a parenting resource).
The second section outlines examples of questions that the program would want to be answered before
the child begins attending. These are questions that have to do with the basic care, safety and health of
the child.
The third section gives suggestions for a family partnership meeting which is meant to be a conversation
between the teacher (or director) and the family to continue to develop the critical partnership. The
Keystone STARS Performance Standards require this type of meeting within 45 days of enrollment.
Depending on the family and where they lead the conversation, all or some of these questions might be
appropriate, or teachers may come up with their own questions!
Remember that this is only a guide, and questions should be tailored to the child’s age and situation. If
the family declines the invitation to meet, keep trying to develop the relationship and provide some
materials in writing.
There are many excellent resources about developing relationships with families, conferences, engaging
families, working through difficult times with families etc. If you are looking for further information a few
good starting places include:

The National Association for the Education of Young Children (NAEYC) has many resources on all
types of specific areas related to engaging and supporting families: http://www.naeyc.org/

Strengthening Families: www.strengtheningfamilies.net

Caring for Our Children: National Health and Safety Performance Standards; Guidelines for Early
Care and Education Settings. Third Edition, 2011 http://nrckids.org/CFOC3/PDFVersion/list.html

Harvard Family Research Project
Early Childhood resources: http://www.hfrp.org/family-involvement/early-childhood-education
Out-of-School Time resources: http://www.hfrp.org/out-of-school-time/publicationsresources?topic=30

Zenub Kakli, Holly Kreider, Priscilla Little, Tania Buck, Maryellen Coffrey (February 2006) Research
Report. Focus on Families! How to Build and Support Family-Centered Practices in After School
http://www.hfrp.org/out-of-school-time/publications-resources/focus-on-families!-how-to-buildand-support-family-centered-practices-in-after-school

Office of Head Start, National Center on Parent, Family and Community Engagement:
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/family
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
Search Institute: http://www.search-institute.org/downloads#parentsfamilies

Resources for Partnering with Families on Early Childhood Related SAS Resources:
http://websites.pdesas.org/ocdel/default.aspx

Newman, Roberta. Building Relationships with Parents and Families in School-Age Programs. New
Albany, OH: SchoolAge Notes. 2008.

Resources for Partnering with Families tab found at www.pdesas.org/ocdel

Henderson, A. T., et al. (2007). Beyond the bake sale: The essential guide to family-school
partnerships. New York: The New Press.

Working with Families – list of questions from the Strengthening Families 2011 Resource Guide
online at: http://www.childwelfare.gov/pubs/guide2011/guide.pdf#page=20

Action Alliance for Children website - http://www.4children.org/topics/working_with_families/
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FAMILY MEETING GUIDE DOCUMENTATION
Child’s Name:
Names of Meeting Attendees:
Meeting Date: _____________
Type of Meeting: Enrollment
Partnership Meeting (45 days)
If meeting invitation was declined:
1. Date parent/family declined invitation:
2. Attach a list of the information that you shared in written form.
Agenda for the meeting:
Follow up activities:
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Other
ENROLLMENT MEETING WITH FAMILIES
(Optional Tool)
Family Composition Questions:

Tell me about your household. (Neighborhood, who lives there, names and relationship to child)

Does your child have any parents that do not live in the home?
o Does your child visit this parent?
o Are there any custody issues that we should discuss?

Does your child have any siblings? (Names and ages)

Does your family have any pets?

Does your child respond to any nicknames? Does your child have any nicknames for family
members?

Is there any other information about your family’s composition that you would like to share?

What language is spoken in your home? In what language do prefer to receive communications
from the center?

In what modality do you prefer to receive communication from the program? (text, email, paper,
etc.)
Child Information

Has
o
o
o
o


How do you think your child will adjust to being in our program on the first day?
Are there any important routines at drop off/pick up/naptime etc. that would be helpful to know
about.
Are there any special problems or fears that we should know about?



your child been in an early learning program or child care before?
If yes, would you share some information with us? (Where? When? For how long?)
What kind of care? (Family day care home, relative/neighbor care, group, center)
Is there a reason for leaving that program that you would like to share?
Do you have any of your child’s records from that program? (e.g. portfolios, progress reports,
observations, assessments). Would you be willing to share?
o How did your child react to other children and adults?
o Do you have any concerns related to your child transitioning into our program?
 What do you think went well with the transition to our program (or what do you think will
go well)
 Have there been any challenges in the transition to our program? (or do you anticipate
any challenges related to this transition)
Does your child do any of the following:
o Nail biting?
Thumb sucking?
Stuttering?
Other?
Does your child have any special needs (medical, developmental, social, mental health)?
o Do any of these special needs require special care by our teachers?
o Does your child have an IEP (Individualized Education Plan) or ISFP (Individualized Family
Service Plan)?
 If so, we would like a copy of the plan so we can provide the best possible learning
experience for your child.
 What program or individuals work with your children in regards to these special needs?
Would you sign a release of information with them so they can speak with us about how
to provide enhanced support to your child?
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
Does your child have any allergies? if so, how are your child’s allergies treated?
o Food allergies
o Environmental allergies
o Allergies to medicine

Do you have any special medical or dietary information for management in an emergency situation
(medicine to keep on hand, people to call, etc.)?

Does your child have any other medical or special needs?

Is there any information about your family’s culture, ethnicity, language, or religion that is
important for us to know? Would you and/or your family like to be a resource for any cultural
awareness activities?

Describe your child’s schedule:
o Normal bedtime, waking time, nap time and duration
o Meal times; food likes and dislikes
o Does your child have a different schedule at any other child care settings (Babysitter,
relative/neighbor care, school)?
o Does your child participate in any extracurricular activities, please describe.

Toileting habits:
o Tell me about your child’s toileting habits
o What words does your family use for bowel movements and urination? Any special
terminology for private parts?
o Is your child toilet trained?
o Does your child need to be reminded to go to the toilet during waking hours?

Tell me about your child’s:
o Favorite Toys
o Favorite Games
o Favorite Activities
o Other interests

Show the parent the classroom behavior guidelines. Find out if the rules are similar to rules that
the parent has at home and discuss any differences.

Is there information that will help us make the first few days in our program easier for your child?

What times are best for us to reach you and for you to come in for parent conferences?

Is there other information you would like to share?

Other required DPW (or other agency) required forms and signatures will be used in conjunction
with some of these questions.
Share and review Parent Handbook

School-Age only
 Where does your child go to school? What grade are they in?
 What are your transportation needs/ arrangements?
 What arrangements do you have for your child if school is unexpectedly dismissed early?
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FAMILY PARTNERSHIP MEETING
(Optional Tool)
The family meeting within 45 days (90 days for SACC) of the start date should be a conversation between
the teacher (or director) and the parents to create a partnership between the teacher and parent and to
discuss the child’s learning opportunities in the program. Many programs share information about the
developmental screening (ex. Ages and Stages) at this meeting. It is also a great time to discuss the
child’s first few weeks in your program and to clarify and reinforce the policies and procedures affecting
the family and child. If school-age, then consider including the child in this meeting. Here are a few
questions and suggestions for discussion:
Discussion points

Take this time to reinforce any specific policies that are important for the parent to understand. If
there is time, go through the Parent Handbook with the parent (make sure to have a copy available).

Discuss how the child is transitioning into the classroom or between settings (school and home).

Share information about the transition meetings, group activities, and parent conferences that are
available to the parent.

Discuss how Keystone STARS helps the program provide higher quality early care and education to
children and families. Share that Keystone STARS is administered and funded by the PA Department
of Public Welfare, i.e. state funding makes quality improvements possible. You can walk through the
Keystone STARS bookmark for STAR level to highlight what parents can expect.

Discuss how quality early education from a Keystone STARS program benefits everyone. Children
start school ready to learn and are more likely to graduate high school and attend college or career
training. This education helps children to grow into successful adults who are more likely to earn
higher incomes, which provide more tax revenues to communities. Also, every dollar invested in
quality early education saves $7 in community costs like public assistance and crime control.

Discuss the results of the developmental screening tool (i.e. Ages and Stages) and elicit the family
reflections about the information.
Questions for the Family

What are your expectations of the program?
o Is any particular aspect of the education program especially important to your child/family?

Is there any information about your family’s culture, ethnicity, language, or religion that is
important for us to know? Would you and/or your family like to be a resource for any cultural
awareness activities?

Are you willing to be a volunteer in our classroom?
o Are there any other ways you would like to be involved?
o Are there any other talents or interests you would like to share with us?

Has your child talked to you about his or her experiences in our program so far?
o Is he/she positive about the program, other children, and the teaching staff?
o If not, how do you think we can make your child’s experience better?

Are there any ways that we can improve communication with you about your child’s experiences?

Do you have any questions about the program, curriculum, staff or facility?
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