7 Quality Components

1. Early Care and Education

High-quality affordable early care and education programs for children age three and older that support children’s ability to begin kindergarten with the knowledge, skills and behaviors needed for success in school. This must be available by one or more of the following:

  • full-day/full-year programs providing services for 10 hours per day for 52 weeks per year;

  • school-day/school-year programs providing services for 7 hours per day for 180 consecutive school days;

  • part-day/part-year programs providing services for at least 2.5 hours per day for 180 consecutive school days; and

  • extended-day programs that provide services to extend the hours, days and/or weeks of programming for children who are in an existing part-time program, in order to provide those children with a full-time program of 10 hours per day for 52 weeks.

Child care services and facilities operated or utilized by the FRC for the delivery of this component must be in compliance with all state statutes and regulations governing child day care and the standards for the School Readiness Program set by the Office of Early Childhood (OEC), pursuant to C.G.S. Section 10-16p. et seq. Early care and education programs must either be accredited by the National Association for the Education of Young Children (NAEYC), be approved by Head Start, or meet criteria established by the other accrediting agencies recognized by the OEC.

2. School-Age Child Care

High-quality programs, outside of regular school hours, that provide students with academic enrichment opportunities, as well as activities designed to complement their regular academic program. Programs should provide a range of services that improve academic achievement, keep children safe, help working families and must be available as:

  • before-school program activities in operation from 7 a.m. through local school start time;

  • after-school program activities in operation from local school end time through 6 p.m.

  • vacation program activities during the summer recess periods and school breaks when school is not in session.

School-age child care services and facilities operated or utilized by the FRC for the delivery of this component must meet child day care licensing requirements, as defined under C.G.S. Section 19a-77. For more information, you may visit https://www.ct.gov/oec/cwp/view.asp?a=4542&q=544636, or call the OEC at 860-500-4450 or toll-free 1-800-282-6063.

3. Adult Education and Family Literacy

Connecticut’s adult education programs are governed by C.G.S. Sections 10-67 to 10-73d and Title II of the Federal Workforce Investment Act, which require local school districts to offer education programs necessary to acquire basic literacy skills, elementary education, English language proficiency, secondary school completion and/or preparation for equivalency or proficiency examinations. Adult education services shall include:

  • Adult Basic Education (ABE);

  • Americanization/Citizenship;

  • English as a Second Language (ESL); and

  • Secondary School Completion offered as Adult High School Credit Diploma (AHSCD), General Educational Development (GED) or National External Diploma Program (NEDP).

This effort must be done in partnership with local school districts or community-based organizations. FRCs must work in conjunction with existing local structures in meeting the goals, objectives and long term vision of local adult education programs. 

In addition to adult education services, and within available resources, FRCs may deliver family literacy programs and services that provide intergenerational instruction and support that enrich the family environment, promote lifelong learning and improve the quality of family life. While family literacy activities range from events involving parents and children reading together, to parent workshops on effective home-based strategies, a comprehensive approach is strongly recommended. 

Comprehensive family literacy programming should be of sufficient intensity in terms of hours and of sufficient duration to make sustainable improvements in literacy skills. Programs must integrate four core elements:

  • early care and education - age-appropriate education to prepare children for success in school and life experiences;

  • parenting education - training for parents on how to be the primary teacher for their children and full partners in their children’s education;

  • adult learning - parent literacy training that leads to economic self-sufficiency; and

  • parent and child together time - interactive literacy activities between parents and their children.

4. Family Day Care Provider Training

Training can be categorized in two areas: formal or recognized training where certificate of attainments or formal qualifications are the result; and informal training where the focus is on improving skills and knowledge through reflections and interaction. Aimed at both licensed and unlicensed providers, this service should consider the practical needs of child day care centers, group day care homes, family day care homes, relatives, in-home care providers and other types of providers that are representative of the community served.

5. Families in Training (FIT)

Community support services that target expectant parents and parents of children under the age of three, to help parents understand their role in encouraging their child’s development right from birth, thereby preparing children for school and life success.

FIT services must include:

  • Personal Visits - visits are conducted by qualified staff, certified as appropriate, with participants at home or similar setting on a regular basis to provide information and advise parents and other caregivers on their child’s language, cognitive, social and motor development.

  • Group Connections - families are offered regular group connections focused on parent-child interaction, development-centered parenting and family well-being during the program year. FRCs are encouraged to develop or expand group connections that meet the needs of all families. This includes families with children under the age of three that are receiving early intervention services and would benefit from a structured group experience.

  • Screenings - Formal Screenings (hearing, vision, developmental and general health)- Help Me Grow’s Ages & Stages Program is the developmental screening choice for Connecticut programs.

  • Resource Network - families will be connected to resources, as determined during home visits and other contacts, to address assistance needed to overcome barriers.

6. Positive Youth Development (PYD)

Recreational and educational activities that emphasize responsible decision-making, communication skills and building positive attributes that children need in order to be successful throughout various stages of development. FRCs are encouraged to offer PYD activities to school-aged children that complement regular classroom lesson plans, school achievement goals or local initiatives to improve youth outcomes. The target population of PYD activities will depend upon each related school’s grade design and should focus on children in Grades 3-6.

7. Resource and Referral Services

FRCs, by their location and access to families, have established themselves as a primary resource and referral service for issues operating for the well-being of families. Resource and referral should be coordinated with United Way 211, Connecticut’s free information and referral service. Information should be available about local, statewide and national resources and should be updated regularly. Each FRC shall establish and maintain a process that provides follow up with a family, as appropriate. When a family requests assistance with the referral process, issues of privacy and consent need to be addressed.