Common use of QUALITY COMPONENTS Clause in Contracts

QUALITY COMPONENTS. As outlined in CT General Statutes Sections 10-16o through 10-16u, each program will: 1. Develop a plan for collaboration with other community programs, including public libraries. Coordinate resources to facilitate full-day and full-year child care and education programs for children of working parents and parents in education or training programs; 2. Encourage family involvement, parenting education and outreach; 3. Provide referrals for health services, including referrals for appropriate immunizations and screenings; 4. Provide nutrition services; 5. Provide referrals to family literacy programs that incorporate adult basic education and provide for the promotion of literacy through access to public library services; 6. Develop admission policies that promote enrollment of children from different racial, ethnic and economic backgrounds and from other communities; 7. Develop a transition plan for children moving from the School Readiness program to kindergarten. This includes provisions for the transfer of records from the program to the kindergarten program; 8. Develop a plan for professional development for staff; including, but not limited to, training in pre-literacy skills development, and designed to assure respect for racial and ethnic diversity; 9. Use the OEC designated sliding fee scale for families participating in the program; 10. Implement an annual evaluation of the effectiveness of the program; and 11. Develop a plan to ensure that children with disabilities are integrated into programs with children who are not disabled

QUALITY COMPONENTS. As outlined in CT General Statutes Sections 10-16o through 10-16u, each program will: 1. Develop a plan for collaboration with other community programs, including public libraries. Coordinate resources to facilitate full-day and full-year child care and education programs for children of working parents and parents in education or training programs; 2. Encourage family involvement, parenting education education, and outreach; 3. Provide referrals for health services, including referrals for appropriate immunizations and screenings; 4. Provide nutrition services; 5. Provide referrals to family literacy programs that incorporate adult basic education and provide for the promotion of literacy through access to public library services; 6. Develop admission policies that promote enrollment of children from different racial, ethnic ethnic, and economic backgrounds and from other communities; 7. Develop a transition plan for children moving from the School Readiness program to kindergarten. This includes provisions for the transfer of records from the program to the kindergarten program; 8. Develop a plan for professional development for staff; including, but not limited to, training in pre-literacy skills development, and designed to assure respect for racial and ethnic diversity; 9. Use the OEC designated sliding fee scale for families participating in the program; 10. Implement an annual evaluation of the effectiveness of the program; and 11. Develop a plan to ensure that children with disabilities are integrated into programs with children who are not disabled

QUALITY COMPONENTS. As outlined in CT General Statutes Sections 10-16o through 10-16u, each program will: 1. Develop a plan for collaboration with other community programs, including public libraries. Coordinate resources to facilitate full-day and full-year child care and education programs for children of working parents and parents in education or training programs; 2. Encourage family involvement, parenting education and outreach; 3. Provide referrals for health services, including referrals for appropriate immunizations and screenings; 4. Provide nutrition services; 5. Provide referrals to family literacy programs that incorporate adult basic education and provide for the promotion of literacy through access to public library services; 6. Develop admission policies that promote enrollment of children from different racial, ethnic and economic backgrounds and from other communities; 7. Develop a transition plan for children moving from the School Readiness program to kindergarten. This includes provisions for the transfer of records from the program to the kindergarten program; 8. Develop a plan for professional development for staff; including, but not limited to, training in pre-pre- literacy skills development, and designed to assure respect for racial and ethnic diversity; 9. Use the OEC designated sliding fee scale for families participating in the program; 10. Implement an annual evaluation of the effectiveness of the program; and 11. Develop a plan to ensure that children with disabilities are integrated into programs with children who are not disabled