Illinois Early Childhood
Program Matrix
(Updated 01-26-04) |
Illinois Early Childhood
Program Standards Matrix |
|
File Size:
30 kb
|
|
File Size:
130 kb
|
Cover |
|
Document |
|
File size:
97 kb
|
|
|
|
File Size:
73 kb
|
|
File Size:
100 kb
|
Cover |
|
Document |
|
File Size:
153 kb
|
|
Matrix Files Download
DOWNLOADS: The matrix files are available
for download. Click on the Excel icon to download file. MS Excel required.
PDF
versions [requires
Adobe Acrobat Reader] of these
documents are also available online. Cover document is not online. See the table
to the right.
|
ILLINOIS EARLY CHILDHOOD
PROGRAM STANDARDS MATRIX |
| - |
Head Start Performance Standards |
IDCFS Child Care Center
Licensing Standards |
IDHS Center Contract Standards |
| CORE VISION, MISSION, VALUES, & PRINCIPLES OF
THE STANDARDS |
Head Start & Early Head Start are comprehensive
child development programs that are child-focused & have the overall goal of
increasing the social competence of young children in low-income families. Early/Head
Start is also family-centered, following the tenets that children develop in the
context of their family & culture & that parents are respected as the primary
educators & nurturers of their children. Core values are attached. |
The purposes are: to prescribe the standards
child care centers must meet to obtain and keep their licenses; to provide an educational
reference for new employees and others about operating an effective center; and,
to serve as a reference tool for experienced providers. |
The mission of the IDHS child care program is to: help low income families achieve self- sufficiency
by providing access to affordable quality
child care while they are working or
participating in approved education
programs; and, ensure that children
are cared for in safe and healthy environments that support their overall development. |
| AGE RANGE |
Early Head Start: pregnant women & children
birth to age 3 Head Start: children ages 3-5 |
6 weeks to age 18; to age 21
if it is a program serving
children with disabilities. |
Birth through age 12; Birth
through age 12; ages 13 through 18,
if physically or mentally incapable
of self-care. |
| STAFF:CHILD RATIO |
Birth - age 3 1:4
3-5 years 1:8/9/10, depending on group size |
6 wks.-14 mos.
1:4 15 - 23 mos.
1:5 Age 2 1:8
Ages 3-4 1:10
Ages 5 + 1:20 |
Comply with IDCFS Licensing Standards. |
| GROUP SIZE |
Birth - age 3 8
Groups of 3 yr. olds 15-17
Age 4 in 1/2 day 15-17
Age 4 in full day 17-20 |
6 wks.-14 mos. 12 15-23
mos. 15 Age 2 16 Ages 3-5 20 School
Age 30 |
Comply with IDCFS Licensing Standards. |
| CURRICULUM: Definition |
Curriculum means a written plan that includes: a. The goals for children's develop- ment and learning; b. The experiences through which they will achieve these goals; c. What staff & parents do to help children achieve these goals; and d.
The materials needed to support the
implementation of the curriculum. Curriculum
is based on sound child devt. Principles & integrates educational aspects
of health, nutrition, mental health. |
Programs shall provide a basic program of activities
geared to the age levels/developmental needs of children served. Daily program shall be posted
in the facility. |
The agency uses a written
plan for the education of the children. The plan is
appropriate for the developmental level of the children. |
| CURRICULUM: Adult/Child Interactions |
See Individualization & Diversity: staff demonstrate respect for children/families as individuals. Staff will use positive methods of
child guidance. |
Areas/equipment/materials are arranged so staff are aware of
children at all times. Children are
never left alone. Staff and parents
sign guidances/discipline policy. Staff uses positive guidance and redirection. |
Staff capitalizes on children's learning opportunities through the day, including lunch and free
play time. Each staff person's manner
demonstrates respect for the children. |
|
top
ILLINOIS EARLY CHILDHOOD
PROGRAM STANDARDS MATRIX |
IDHS Family Child
Care Home Network (FCCHN) Contract Standards |
ISBE Birth to Three
Program Standards |
ISBE Early
Learning Standards |
NAEYC Accreditation
Standards |
| To: help low income families achieve self-
sufficiency by providing access to affordable quality child care while they are working/in
approved education programs; & ensure children are cared for in safe/healthy/devtly.
supportive environments. |
Vision: All Illinois children,
birth - 3, will experience loving, stable & nurturing relationships in safe,
supportive environments that promote their physical, emotional, social & cognitive
development and well-being. Mission required & posted. Charter
for Illinois Children used for values & principles. |
Adjusting teaching and schooling so all children
experience successes and demonstrate progress in academic achievement appropriate
to their individual learning styles. |
To improve the quality of care and education
provided for young children in group programs in the United States. |
| Birth through age 12; age 13 through age 18,
if physically or mentally incapable of self-care. |
Birth to Age Three |
Ages Three to Five |
Birth to Age Eight (To Age 12 for School-Age
Programs) |
| Assure that Family Child Care Home providers
are licensed by IDCFS. |
Based on individual needs of children and
families plus research on best practice to determine ratio of participants to staff. |
1:10 |
To 12 mos. 1:3-4 12-24 mos. 1:3-5 24-30 mos.
1:4-6 30-36 mos. 1:5-7 3 yrs. 1:7-10 4-5 yrs. 1:8-10 |
Kindergtn. 1:10-12 6-8 yrs. 1:10-15 9-12 yrs.
1:12-15 |
| Assess Family Child Care Home providers' capacity
in relation to remaining in compliance with DCFS. |
Based on individual needs of children and
families plus research on best practice to determine size of groups. |
Maximum number 20 per class session. |
To 12 mos. 6-8 12-24 mos. 6-12 24-30 mos.
8-12 30-36 mos. 10-14 3 yrs. 14-20 4-5 yrs. 16-20 |
Kindergtn. 20-24 6-8 yrs. 20-30 9-12 yrs.
24-30 |
| Not addressed. |
The experiences within the program designed
to promote the child & family's development, which can include planned and/or
spontaneous activities and appropriate interactions in a carefully arranged environment. |
Curriculum is designed to provide learning
experiences that are linked to children's prior knowledge. Developmentally appropriate
practices is basing curriculum and education on each child's social, emotional, physical,
and intellectual development. |
An organized framework that describes the
content that children are to learn as well as the planned experiences, materials
and teaching strategies. |
| Not addressed. |
The curriculum reflects the centrality of
adult/child interactions in the development of infants and toddlers. It is recognized
that positive adult/ child interactions serve as the basis for learning in young
children. |
Opportunities are provided for children to
explore materials, engage in concrete activities, interact with peers and adults
in order to construct their own understanding around them. There should be a balance
of child-initiated & teacher-directed activities to maximize learning. |
Interactions between children & adults
provide opportunities for children to develop understanding of self & others
& are characterized by warmth, personal respect, individuality, positive support
& responsiveness. Teachers facilitate interactions among children to provide
opportunities for development of self-esteem, social competence & intellectual
growth. |
|
top
ILLINOIS EARLY CHILDHOOD
PROGRAM STANDARDS MATRIX |
| - |
Head Start
Performance Standards |
IDCFS Licensing
Standards |
IDHS Center Contract Standards |
| CURRICULUM: Cognitive Development |
Classrooms must support learning using various
strategies including experimentation, inquiry, observation, play & exploration;
ensuring oppor- tunities for creative expression through activities such as art,
music, movement & dialogue; encouraging each child to organize his/her own experiences,
to understand concepts, & to develop age appropriate literacy, numeracy, reasoning,
problem solving & decision making skills. |
Program planning provides a variety of activities,
taking into consideration individual differences in intellectual maturity. Use of
visual media shall be developmentally appropriate. Full range of appropriate equipment. |
The agency uses a written plan for the education
of the children. The plan is appropriate for the children's develop- mental level.
Staff plans daily activities consistent with the education plan. |
| CURRICULUM: Social/Emotional Development |
Agencies must enhance children's strengths
by building trust, fostering independence, encouraging self-control by setting clear,
consistent limits & having realistic expectations, encouraging respect for the
feelings & rights of others, and enhancing understanding of self as an individual
& as a group member. For Infants/Toddlers - must encourage trust & emotional
security so each child explores the environment according to his/her developmental
level & encourage development of self-awareness, autonomy & self-expression.
Must help children develop emotional security & facility in social relationships
& provide opportunities for success to develop feelings of competence, self-esteem
& positive attitudes toward learning. |
Daily program provides: experiences which
promote individual child's development of self-control skills, social competence,
and positive self-identity; sufficient materials and equipment to avoid excessive
competition and long waits; provision for privacy through small quiet area is easily
accessible. Program takes into account stress/fatigue resulting from group living. |
Same as above. |
| CURRICULUM: Language/ Communication Development |
Must: promote interaction & language use
among children & between children & adults; support emerging literacy/numeracy
through materials/ activities according to child's developmental level; support emerging
communication skills of infants/ toddlers by providing daily opportunities for each
child to interact with others & to express him/herself freely. |
Daily program provides experiences which promote
individual child's communication skills. |
Same as above. |
| CURRICULUM: Physical Development |
Promote each child's physical development
by: providing sufficient time, indoor & outdoor space, equipment/materials &
adult guidance for active play & movement that support gross motor devt.; provide
all of the above for fine motor development skills according to child's developmental
level; opportunities to explore a variety of sensory/motor experiences with support
& stimulation from teachers/family members. Support infants'/toddlers' gross
motor skills, such as grasping, pulling, pushing, crawling, walking & climbing;
& fine motor development, including control & coordination of specialized
motions using eyes/mouth/hands/feet. Allow & enable children to independently
use toilet facilities when developmentally appropriate. |
Daily program provides for indoor and outdoor
activities in which children make use of both large and small muscles. |
Same as above. |
|
top
ILLINOIS EARLY CHILDHOOD
PROGRAM STANDARDS MATRIX |
IDHS Family Child
Care Home Network Contract Standards |
ISBE Birth to Three
Program Standards |
ISBE Early
Learning Standards |
NAEYC Accreditation
Standards |
| Not addressed. |
The curriculum reflects the holistic and dynamic
nature of child development. A balance of all developmental areas: cognitive, communicative,
motor, health/medical, self-help, and social-emotional is demonstrated in all activities
and service provision. |
Provide an environment & experience that
meet the emotional, physical & cognitive development of children. Benchmarks
provided for Math include: number recognition, counting, explore quantity & number,
1-to-1 correspondence, measurement, make comparisons, etc. For Science: use senses
to explore & observe, use tools for investigation, use common weather vocabulary,
etc. For Social Science: recognize the reasons for rules, identify community workers,
use voting, etc. Fine Arts: dance, drama, music, visual arts, etc. |
Teachers provide a variety of developmentally
appropriate activities, experiences and materials that are selected to engage children
in active, meaningful learning to achieve the following goals: a. foster positive
self- identity & sense of emotional well- being b. develop social skills &
knowledge c. encourage children to think, reason, question and experiment (as used
in math, science, & social studies) d. encourage language (speaking, listening)
& literacy devt. (emerging reading, writing awareness and skills) e. enhance
physical development & skills f. encourage and demonstrate sound health, safety
& nutritional practices g. encourage creative expression, representation & appreciation for the arts h. respect cultural diversity |
| Not addressed. |
The curriculum promotes a framework that is
nurturing, predictable and consistent, yet flexible. |
Describe self using basic characteristics;
exhibit eagerness/curiosity as learner; persistent/creative in seeking solutions
to problems; show initiative & independence in actions; express feelings appropriately
& show capacity for humor; begin to understand & follow rules; manage transitions
& begin to adapt to routine changes; show empathy & caring for others; engage
in cooperative group play; begin to share & take turns; stand up for rights;
develop relationships with children/adults. |
| Not addressed. |
An emergent literacy focus is observable in
the activities, materials and environment planned for the child. |
Understand print carries a message & reading
progresses left to right & top to bottom; pictures & symbols have meaning;
identify labels & signs; some letters including those in own name; make letter-sound
matches; predict what will happen next; experience different forms of print; begin
to develop phonological awareness (rhyming); retell info from a story; use scribbles/letters
to represent written language; dictate stories/ experiences; use drawing/writing
to convey meaning; respond to simple questions; demonstrate understanding of story
meaning; show independent interest in reading; listen with understanding; use language
to communicate needs; seek answers to questions; relate prior knowledge to new info. |
| Not addressed. |
An integrated and individualized program is
offered for children and families. |
Active play using fine & gross motor skills;
coor- dinate movements to perform complex tasks; follow simple safety rules; exhibit
increased endurance; follow rules/procedures; cooperate with others; identify body
parts/functions; independent caring for personal hygiene needs; appropriate communication
skills; socially acceptable ways to resolve conflict; participate in activities to
learn to avoid dangerous situations. |
|
top
ILLINOIS EARLY CHILDHOOD
PROGRAM STANDARDS MATRIX |
| - |
Head Start
Performance Standards |
IDCFS
Licensing
Standards |
IDHS Center
Contract
Standards |
| CURRICULUM: Daily Schedule, Routines, & Transitions |
Must provide balanced daily program of child-initiated & adult-directed activities, including individual & small group activities.
Must plan for routines & transitions so they occur in a timely, predictable &
unrushed manner according to each child's needs. Food must not be used as reward
or punishment; sufficient time is allowed for each child to eat; meals are family
style/staff eat with children. Infants are held while fed; medically- based diets
& other requirements are accommodated. |
Daily program provides: regularity of routines such
as eating, napping (required
for children under 6 in care more than 5 hrs.) & toileting that responds to individual needs; balance of active/quiet
activity; occasional trips/activities
away from center. Children
not always required to move as group. Smooth transitions from one activity to another. Staff- initiated
large group activities not the predominant program option. More specifics in Sections 407: 250, 260,
280, 290 & 300. |
The agency uses a The agency uses a written plan for the education
of the children.
The plan is appropriate for the developmental level of the children. Staff plans daily activities
consistent with the current
education plan. |
| CURRICULUM: Health, Nutrition, & Mental Health Education for Children |
Staff must promote effective dental hygiene among
children in conjunction with meals. Must ensure nutritional service in center based settings contribute
to devt. & socialization of children by providing that: a variety of food is served
which broadens children's
food experiences; children
are involved in food-related activities, as developmentally appropriate. Curriculum integrates
all educational
aspects of health, nutrition & mental health into program. |
See other curricular areas. |
Same as above. |
| CURRICULUM: Continuity of Care |
Infant/toddler services encourage development
of secure relation- ships
in out-of-home care settings
by having a limited number
of consistent teachers over an extended period of time. |
Staff assigned such that children have comfortable,
ongoing relationships
with adults. Every attempt
made to establish a primary relationship between each child & 1 adult, especially w/infants/todds. |
Staff works together to provide a constant
environment for the
children. |
| CHILD SCREENING & ASSESSMENT |
In collaboration with each child's parents & within 45 calendar days of the child's entry into the program, agencies must perform or obtain linguistically & age appropriate screening procedures to identify concerns regarding child's developmental,
sensory (visual & auditory), behavioral, motor, language, social, cognitive, perceptual & emotional
skills. Procedures must be culturally sensitive. Staff must use a variety of strategies to promote/support children's
learning/progress based on observations & ongoing assessment. |
When a specific plan is developed to meet a child's
individual needs, record shall indicate: assessments; written program recommendations & goals; written implementation
plan; periodic written
evaluations of progress; adjustments to the plan as indicated by evaluations. Staff shall consult with parents
before implementing any
special procedures required to meet a child's individual needs. |
There are written records of the children's progress. The agency
conducts continuing assessments
with the parents regarding
the child's adjustment
and the family situation. |
|
top
ILLINOIS EARLY CHILDHOOD
PROGRAM STANDARDS MATRIX |
IDHS Family Child
Care Home Network Contract Standards |
ISBE Birth to Three
Program Standards |
ISBE Early
Learning Standards |
NAEYC Accreditation
Standards |
| Not addressed. |
Schedules and routines are familiar and available.
The staff demonstrates sensitivity to the participant's individual cues and adjusts
the curriculum appropriately. |
Daily scheduling and routines should reflect
the developmental stages of the classroom. Transitions between activities flow smoothly
and are kept at a minimum. |
The daily schedule provides balance of activities
in consideration of the child's total daily experience (what happens before, during & after the program) with attention to the following dimensions of scheduling:
1. All age groups play outdoors daily, if conditions protect health & safety
2. Alternating periods quiet/active play 3. Balance of large/small muscle activity
4. Individual/small & large group activities; infants/toddlers do not have to
function as a group 5. Balance of child-initiated & teacher- directed activity;
amount of time in large grp./teacher-directed is limited. |
| Not addressed. |
The program staff regularly monitors children's
development. |
Opportunities are provided that promote healthy
family development. Staff assist families in accessing needed and appropriate prevention
programs and services. |
Teachers provide a variety of developmentally
appropriate activities, experiences & materials to: a. foster positive self-identity
& sense of emotional well-being b. develop social skills/knowledge f. encourage/demonstrate
sound health, safety, nutritional practices |
| Not addressed. |
The program assures that families have access
to comprehensive services. |
Learning experiences should flow naturally
in progression across the preschool and primary grades toward more sophisticated
and complex content, and that permit progress according to each child's rate and
style of learning. Vertical transitions encourage and support continuity of care. |
Each staff member has primary responsibility
for and develops deeper attachment to an identified group of children. Every attempt
is made to have continuity of adults who work with children within each day and over
extended periods of time (could be several years of child's enrollment), particularly
infants and toddlers. |
| Not addressed. |
Developmental monitoring views the child from
a holistic perspective within the context of the family and the community. |
Screening is an integral part of the program
that guides curriculum development. Assessment of children's progress is ongoing,
strategic and purposeful. Assessment recognizes individual learning styles and progresses
through observations, descriptive data, work sampling and data. |
Teachers have clearly defined goals for children
that guide curriculum planning. Teachers accurately assess the skills & progress
of each child in the program (e.g., using observation, assessment tools, activity
records). Teachers identify children who exper- ience difficulties in behavior or
development & develop a plan to help children acquire acceptable behavior or
develop skills as needed. |
|
top
ILLINOIS EARLY CHILDHOOD
PROGRAM STANDARDS MATRIX |
| - |
Head Start
Performance Standards |
IDCFS Licensing Standards |
IDHS Center Contract Standards |
| INDIVIDUALIZATION |
Must use information from screenings, ongoing
observations, medical/dental/mental health evaluations/treatments, & insights
from the child's parents to determine how to best respond to each child's individual
characteristics, strengths, & needs. Educational approach must be developmentally/linguistically
appropriate, recognizing that children have individual rates of development as well
as individual interests, temperaments, languages, cultural backgrounds & learning
styles. Curriculum supports each child's pattern of development/learning. |
Programs shall include opportunities for a
child to have free choice of activities to play alone, if desired, or with 1 or several
peers chosen by the child: Provide: experiences which promote individual child's
growth & well-being and activities which take into consideration individual differences
in interest, attention span & maturity. Include sufficient time for activities
& routines so children can manage them & progress at own rates. |
Not addressed. |
| SERVICES TO CHILDREN WITH DISABILITIES |
Child development approach must be inclusive
of children with disabilities, consistent with their IEP's/IFSP's. Agencies must
assist with provision of related services addressing health concerns in IEP's/IFSP's.
Agencies must assure that children suspected of having a disability are promptly
referred to the local EI agency/LEA & must participate in & support transition
efforts. Programs must provide an appropriate environment & adult guidance for
the participation of children with special needs. Agencies must comply with all of
Part 1308 - Standards on Disabilities Services. |
See Screening/Assessment. |
The agency provides special help for children
with special needs by direct service or referral. |
| CHILD OUTCOMES |
Head Start child outcomes framework contains
27 domain elements & 100 examples of specific indicators, based on Head Start
regulation, in the following domains: language devt.; literacy; math; science; creative
arts; social/emotional development; approaches toward learning; and, physical health
& development. |
Not addressed/see other areas. |
Not addressed. |
| CHILD HEALTH & SAFETY |
Head Start programs must be licensed. Standards
contain specific regulations on: health emergency procedures; conditions of short-term
exclusion & admittance; medication administration; injury prevention; hygiene;
first aid kits; food safety & sanitation; and, facilities/materials. |
Frequent hand-washing of/by staff & children;
specifics pp. 79-80. Standards also specify/govern: diapering/toileting & sinks/toilets
(pp. 85-88; napping/sleeping (88-90); & medications (90-91). I/T specifics pages
49-53. |
The agency has a written health plan. |
| TRANSITIONS |
Agencies must establish/maintain procedures
to support successful transitions for children/ families from other programs/schools
in and out of Early/Head Start and must assist parents in becoming their own child's
advocate in transition. Transition services must include: records transfer, communication
to facilitate continuity of programming, meetings between teachers/parents, & joint transition-related training. |
Programs should develop plans with parental
input that address individual transitions for children enrolled. Development of plan
should involve the sending & receiving staff. |
Not addressed. |
|
top
ILLINOIS EARLY CHILDHOOD
PROGRAM STANDARDS MATRIX |
IDHS Family Child
Care Home Network Contract Standards |
ISBE Birth to Three
Program Standards |
ISBE Early
Learning Standards |
NAEYC Accreditation
Standards |
| Not addressed. |
Scheduling practices and intensity of services
are tailored to the individual strengths and needs of children birth to three and
their families. |
Scheduling practices facilitate meeting the
needs of children's individual development. |
Teachers have clearly identified goals for
individual children that guide curriculum planning. Teachers adapt plans in response
to the needs/strengths/interests of individual children. Teachers are prepared to
meet identified special learning needs. |
| Not addressed. |
The program meets the needs of children and
families of diverse abilities as well as diverse cultural, linguistic and economic
backgrounds. A variety of activities, strategies, and materials are used to meet
the diverse needs of children and families. |
Individual programs determine collaborative
programming and services to meet the diverse needs of children and families. |
The program is designed to be inclusive of
all children, including children with identified disabilities and special learning/developmental
needs. Teachers are prepared to meet identified special learning/developmental needs
of individual children. |
| Not addressed. |
The staff obtains and shares information from
different sources with parents. The parents are further involved in the interpretation
of this information in support of the child's development. |
In addition to meeting the individual benchmarks
in the Early Learning Standards, the overall outcome is to improve those factors
associated with school failure. |
Individual descriptions of children's development & learning are written & compiled as a basis for planning appropriate learning
activities, as a means of facilitating optimal devt. of each child, identifying children
in need of more systematic diagnosis, & for communicating with families. |
| Not addressed. |
The physical environment of the center-based
program is safe, healthy, and appropriate for children's development and family involvement.
The program implements local and state health and safety guidelines. |
The physical environment of the center-based
program is safe, healthy, and appropriate for children's development and family involvement. |
The program presents valid certifications
that it is in compliance with all legal requirements for the protection of the health/safety
of children in group settings, i.e., building codes, sanitation, water quality &
fire protection. Program is licensed, at a high level of compliance & free of
repeated serious violations. |
| Not addressed. |
Transition planning takes place before the
third birthday or before the child leaves birth to three services. |
Staff work with all to ensure a smooth transition
from one early childhood learning environment to the next. Assistance is provided
to help parents address any special needs or situations. |
Teachers conduct smooth and unregimented transitions
between activities. Children are not always required to move from one activity to
another as a group. Transitions are planned as a vehicle for learning. |
|
top
ILLINOIS EARLY CHILDHOOD
PROGRAM STANDARDS MATRIX |
| - |
Head Start
Performance Standards |
IDCFS Licensing Standards |
IDHS Center
Contract Standards |
| CHILD ABUSE/ NEGLECT REPORTING |
Agencies must establish methods for handling cases of suspected
or known child abuse/neglect in compliance with state/federal law. Must establish ongoing collaborative relationships
with child
protective services. Must train staff on identification methods & reporting, using when possible,
helpful rather than punitive attitudes. |
Staff are mandated child abuse/ neglect reporters,
per the Child Abuse & Neglect Act. Signed statements acknowledging this must
be kept on file for each staff person. |
There are established procedures for handling
child abuse and for reporting suspected child abuse or neglect. |
| PARENT CONFERENCES/ HOME
VISITS |
Teaching staff required to make 2 annual home visits & conduct 2 annual parent conferences (more as needed) to enhance knowledge & understanding
of both parents & staff of educational/developmental progress & activities of the children.
Home visits must be at parents' convenience. Family support staff also make home visits,
as needed & per agency policy. |
Not addressed. |
Formal and informal, periodic staff conferences
are held to discuss the child's progress & need in the child care environment. |
| HEALTH/DENTAL SERVICES |
Agencies follow specific, comprehensive regulations that cover:
determining each child's health status (including family's source of medical care); screenings
(what/when); schedule of follow-up care & treatment; ongoing care; involving parents in all aspects
of child's health/dental care. Health/ dental screening/exam timeline are specified. Must maintain
a Health Services Advisory Committee. Extensive parent education required. |
DCFS medical report form must be on file for
each child; initial form must be dated less than 6 mos. prior to enrollment and valid
for 2 years. Includes TB, immunizations, lead. Standards govern sick child exclusion/care
pp. 75-79. |
The agency assists parents in locating resources
and family support services. |
| NUTRITION SERVICES |
Staff/families must work together to identify
each child's
nutritional needs. Agencies must implement program that: meets needs of each child, including
special diets, disabilities & cultural/ethnic preferences and contributes to the
development/ socialization
of children. Must train parents on food preparation, nutritional skills & management of food budget. |
Food service/sanitation covered pp. 80-85.
Menus planned at least a week in advance and posted. Meals should be relaxed &
unhurried & provide time for socialization. |
The agency complies with current state & local licensing requirements for food service. |
| MENTAL HEALTH SERVICES |
Services must include regular schedule of
on-site mental
health consultation, involving the MH professional/staff/parents on: addressing group & individual
child concerns; promoting wellness through staff/parent education; special help for children with
atypical behavior/development; using community resources. Staff/parent education required. |
Not addressed. |
The agency provides for an effective referral
system to social services available in the community. |
| FAMILY LITERACY |
Agencies must provide (either directly or
through referral)
family literacy opportunities for children/ families, including increasing access
to family literacy devt. & assisting parents to recognize/address. |
Not addressed. |
Not addressed. |
| DIVERSITY/ MULTICULTURAL |
Programs must support & respect home language, culture & family composition of each child. Agency must ensure that staff/consultants/volunteers respect/promote
the unique identity of each child/ family & refrain from stereotyping. |
Each child shall be recognized as an individual
whose gender, ability differences, choice of activities, cultural/ethnic & religious
background shall be respected. |
The agency and staff model anti-bias practices & cultural diversity. |
|
top
ILLINOIS EARLY CHILDHOOD
PROGRAM STANDARDS MATRIX |
IDHS Family Child Care
Home Network |
ISBE Birth to Three
Program Standards |
ISBE Early
Learning Standards |
NAEYC Accreditation
Standards |
| Not addressed. |
All birth to three programs must follow mandated
reporting laws for child abuse and neglect and have a written policy statement and
procedures for implementation. |
Staff are mandate by law to report suspected
child abuse. |
The program has a child abuse & neglect
policy that includes reporting requirements for staff & procedures to be followed
should a staff member be accused of abuse or neglect. |
| Not addressed. |
Positive parent/child interactions are encouraged
and promoted in all aspects of the program, including home visiting. |
Parent-Teacher conferences are an integral
part of the early childhood learning experiences. |
Teachers & parents work together to make
decisions about how best to support children's development/learning or to handle
problems/differences as they arise. Teachers solicit & incorporate parents' knowledge
into ongoing assessment & planning. Conferences held at least 1X/year & other
times as needed to discuss children's accomplishments/difficulties. |
| Not addressed. |
The program leadership provides access to
information about a variety of agencies in the community that provide social, health,
and other services to children and families. |
Local programming provides access to information
about a variety of agencies in the community that provide social, health, and other
services to children and families. |
Not addressed. |
| Not addressed. |
Medical/health is one of the developmental
areas that is an integral part of the child's curriculum. |
Nutrition is an integral part of the daily
program. |
Meals/snacks are planned to meet the child's
nutritional requirements as recommended by CACFP/USDA in proportion to the amount
of time the child is in the program daily. Amount of food adjusted for age of child. |
| Not addressed. |
Social-emotional is one of the developmental
areas that is an integral part of the child's curriculum. |
y collaborative programming and services to
meet the diverse needs of children and families. |
Not addressed. |
| Not addressed. |
An emergent literacy focus is observable in
the activities, materials & environment planned for the child. |
An emergent literacy focus is observable and
part of the curriculum & inclusive of the whole family. |
Not addressed. |
| Not addressed. |
The child is viewed in the context of the
family and the family is viewed in the context of its culture & community. |
The program strives to meet the needs of families
from diverse backgrounds. Foreign Language Benchmarks for children: maintain native
language; develop awareness & respect for diversity through meaningful activities. |
Teachers treat all children with equal respect & consideration. Teachers provide children of both sexes equal opportunities
to take part in all activs. Teachers make it a firm rule that a person's identity
is never acceptable reason for teasing/rejecting & initiate discussion to build
positive self- identity & the value of differences. All materials, books, images
in the classroom reflect diversity. |
|
top
ILLINOIS EARLY CHILDHOOD
PROGRAM STANDARDS MATRIX |
| - |
Head Start
Performance Standards |
IDCFS Licensing
Standards |
IDHS Center Contract Standards |
| FAMILY PARTICIPATION/ PARTNERSHIPS |
Agencies must engage in process of collaborative
partnership-building with parents, initiated early after enrollment. Must offer parents
opportunities to develop/implement Family Partnership Agreements with goals, timetables & strategies. Must provide variety of interactions throughout year & 2-way
communication systems with parents. Must involve parents in program policy-making & all program operations, as well as providing parent involvement &
education activities that are responsive to their ongoing & expressed needs.
Program must be open to parents during all program hours & welcome parents as
visitors/observers/ volunteers/employees. Agencies must work with parents to ensure
they receive needed resources, either directly or through referral. Must encourage
parents to influence the community. |
Staff of the center shall have a written plan
for encouraging parents to visit the center to observe and participate in their child's
experience. Parents shall be allowed to visit the center without an appointment any
time during normal hours of operation. |
The agency provides opportunities for involving
parents in the child care program. |
| PARENT EDUCATION |
Agencies must have a parent education program.
Parent education must include (but is not limited to): food preparation & nutritional
skills; opportu- nities for continuing education & employment training; medical,
dental, nutrition & mental health education. Pregnant women in Early Head Start
must be provided a wide range of prenatal education. |
Requires signed statement in each child's
file by parents that they received summary of licensing standards & other DCFS
materials. |
Not addressed. |
| COMMUNITY PARTNERSHIPS |
Agencies must take an active role in community
planning & must take steps to establish ongoing collaborative relationships with
community organ- izations to promote children's/families' access including: health/mental
health/nutrition/disabilities service providers, family preservation/support, elementary
| | |