By Lisa Haven
 

“To support ongoing relationship building with families, programs and schools should conduct periodic home visits so that teachers and families can get to know each other and communicate about children’s goals, strengths, challenges, and progress. If home visits are not possible for all families, schools or programs should require that teachers or providers and families communicate at the beginning of the year to ensure that the relationship is started in a positive way.”

Those are the haunting words discovered on a draft document composed by both the US Department of Health and Human Services and the US Department of Education called,Draft Police Statement on Family Engagement From the Early Years To the Early Grades.

This draft not only enforces the idea of having periodic home visits in parents homes by teachers, but also demands that the government get involved in parents lives by enforcing a family/child engagement in the home. Thereby creating a “community child rearing” instead of a parent raising their child.

Please, Please don’t miss this report, it’s critical to all parents, grandparents, or those who plan on having children. Here’s the breaking report….

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Here is a small portion of the draconian statements complied in the Draft Policy Statement on Family Engagement.

On page one they make it clear that it is their goal to make parents “equal partners” to those of educators and other professionals in the community. Meaning no longer will the parents have ultimate say, but now your child’s welfare becomes the liability of a community:

“It is the position of the Departments that all early childhood programs and schools recognize families as equal partners in improving children’s development, learning and wellness across all settings, and over the course of their children’s developmental and educational experiences.” (page 1)

On page four it reveals that family engagement is no longer “supplemental” but now we must have government officials implement the engagement:

“The perception that family engagement practices are supplemental, rather than necessary for successfully promoting children’s learning and development. Institutions that serve young children may place low priority on family engagement because they perceive their mission as narrowly focused on the child and miss the notion that children, especially very young children, live in the context of their families and their experiences are not independent of- but intertwined with- those of their families.

“There are few requirements and limited official guidance at the local, State and Federal levels to support implementation of these policies and practices, with some exceptions. Many State, program, district and school policies make ambiguous reference to “family engagement” and do not provide concrete definitions, or guidance on practices and policies that promote family engagement.”

On page 5 it displays families as “assets” rather than taking on a parenting role and enforces the establishment of partnerships between your family, school teachers, and other professionals. They even envision the idea of having their “aid” begin prior to the birth of the child and that they want control over the social and behavioral health:

“The first step in systemically embedding effective family engagement practices in educational settings is to establish a culture where families are seen as assets and partners in children’s development, learning and wellness.  States, LEAs, schools, and early childhood programs should adopt a set of principles that guide the work of each interrelated level of the system. The Departments consider the following principles foundational to implementing the recommendations that follow. They are drawn from our respective frameworks, and aligning, integrating, and coordinating these principles will amplify their effects.”

Three of those nine goals include:

1. Create continuity for children and families. Implement a vision for family engagement that begins prenatally and continues across settings and throughout a child’s developmental and educational experiences.

2. Value equal partnerships between families and professionals. Combine professional expertise with familial expertise to promote shared learning and responsibility for children’s healthy development, learning and wellness. Encourage two-way communication by valuing family input on all aspects of the child’s life and development, including their culture, traditions, and home language.

3. Prioritize engagement around children’s social emotional and behavioral health. Engage families around children’s social-emotional and behavioral health. Ensure constant monitoring and communication regarding children’s social-emotional and behavioral health. Ensure that children’s social-emotional and behavioral needs are met and that families and staff are connected with relevant community partners, such as early childhood mental health consultants and children’s medical homes.

Page seven goes on to reveal the implementation of evidence-based parenting interventions and the rigorous evaluating of parent child activity:

“Implementing evidence-based parenting interventions across early childhood programs. Parenting interventions should be based on communities’ needs and strengthen families’ roles as children’s first and most important teachers, advocates, and nurturers. (See Appendix for a compendium of parenting interventions.)

“Rigorously evaluating family engagement strategies to identify and scale best practices.”

Page ten discusses hiring a family specialist to aid the family:

“They may include hiring a family engagement specialist, or designating an existing staff member, to be responsible for ensuring that systemic family engagement plans are well managed, executed, and continuously improved. This individual could facilitate technical assistance and staff professional development, coordinate family support services, including supports for parenting, and refer families to social services as needed.”

Page thirteen contains the most disturbing information about Periodic Home Visits:

“To support ongoing relationship building with families, programs and schools should conduct periodic home visits so that teachers and families can get to know each other and communicate about children’s goals, strengths, challenges, and progress. If home visits are not possible for all families, schools or programs should require that teachers or providers and families communicate at the beginning of the year to ensure that the relationship is started in a positive way.”

The quotes above only scratch the surface of the information found in the 19 pages of this draft. To be frank, it contains some of the most draconian moves towards the ultimate control of our youth, that I’ve seen from our government yet. Please get the word out!