The bond that forms between a child and his or her parents or primary caregiver and provides the child with a feeling of safety.

A relationship between families and professionals working together toward the best outcome for a student in a spirit of trust and mutual respect.

A child-care professional’s interview of parents or primary caregivers to assess a child’s mastery and development needs regarding daily routines.

Service providers whose approach includes collaboration with the families of children they serve. The service provider responds to the family’s concerns and priorities.

Written surveys that parents or other caregivers of young children are asked to complete to give needed information to child-care providers.

Information on a student provided by someone in the student’s family.

An IFSP is a document that outlines a plan for young children who need early intervention services. It is customized for each child, as well as including a plan for the family. For instance, when children are receiving early intervention services, the family may also need the training to support

Reported parental participation in at least one school event or meeting during a school calendar year. This can involve 1. Participation in a parent/teacher conference; 2. Attendance at a PTA meeting, athletic event, etc.; 3. Volunteering in the classroom, for a field trip, at a school event, or serving on

A prearranged meeting that provides an opportunity for parents and teachers to communicate about how to help a student succeed inside and outside of the classroom.

Neglectful parenting, also called uninvolved parenting, is characterized by both low demands and low responsiveness. Neglectful parents are emotionally distant and provide little to no supervision. They have few expectations and are often too consumed with their problems to care for their children. As a result, they may intentionally avoid