Illinois Early Childhood
Program Matrix
(Updated 01-26-04) |
Illinois Early Childhood
Program Standards Matrix |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
|
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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
schools, child care, any others. Must encourage community volunteers. |
Not addressed. |
Not addressed. |
| MONITORING/ PROGRAM EVALUATION |
Agencies must conduct annual program self-
assessment. Must implement procedures for ongoing monitoring of program operations. |
Internal agency not addressed. License valid
3 yrs. |
Not addressed. |
| PROGRAM OUTCOMES |
See program organization: agency develops
goals/ objectives & reports on outcomes of these. |
Not addressed. |
Not addressed. |
| PROGRAM ORGANIZATION/ ADMINISTRATION |
Agencies must maintain a formal structure
of shared governance through which parents parti- cipate in policy/decision making
that includes a Policy Council. Must implement systematic planning process that includes:
community assessment, goals/objectives, development of written plans. Must establish
management systems including: communication, record keeping, reporting, policies/procedures,
fiscal, human resources, organizational structure that supports objectives. |
Governing body must file chain of command & communication protocol. Adequate staffing structure & staff hiring process
must be in place. Written personnel policies required. Liability & accident insurance.
Records requirements. |
The board has approved written policies & operating procedures for administration, finance, and program services. |
|
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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 program is designed to enhance and support
parent/ child relationships. Materials that promote and support the program emphasize
the importance of families in the lives of children. |
Parents are encouraged to participate in a
variety of activities that will promote academic success and strengthen parent/child
relationships. |
Teachers and families work closely in partnership
to ensure high-quality care and education for children, and parents feel supported
and welcomed as observers and contributors to the program. |
| Not addressed. |
The program assists parents and families in
expanding their knowledge of child growth and development and their parenting techniques. |
Opportunities are provided for parents to
develop a strong partnership with school and the community to facilitate the parents'
empowerment over their own lives and the education of their children. |
Not addressed. |
| Not addressed. |
The program takes an active role in community
and system planning and establishes ongoing collaborative relationships with other
institutions and organizations that serve families. |
Programs are encouraged to develop an ongoing
network of family and school support services within the community. Collaborative
efforts are supported and encouraged to assist in providing a range of services for
children & families. |
Administrators and teachers are familiar with & make appropriate use of community resources, including social services, mental/physical
health agencies & education programs, i.e., museums, libraries, & neighborhood
centers. Program connects families with needed resources/services based on needs
& interests observed by staff or expressed by families. |
| Not addressed. |
Leadership conducts regular and systematic
evaluation of the program and staff to assure that the philosophy is reflected and
goals of the program are being fulfilled. |
ISBE provides training and technical assistance
to all programs through on-site visits. All programs submit an annual summative evaluation. |
At least annually, administrators, families,
staff, school-age children & other routinely participating adults are involved
in evaluating the program's effectiveness. Program regularly establishes goals for
continuous improvement and innovation. |
| Not addressed. |
The results of the program evaluation are
reviewed annually for progress and implementation of program goals. |
Program outcomes are determined by completion
of program goals. |
An early childhood program that meets the
needs of/promotes the physical/social/emotional & cognitive devt. of children
& adults. Each day of child's life is viewed as leading to the growth/devt. of
a healthy, intelligent, & contributing member of society. |
| The board has approved written policies/procedures
for administration, finance & program services. |
The program leadership is knowledgeable about
child development and best practices for quality birth to three programs. |
Program administration is knowledgeable and
supports best practices in early childhood. |
Program is effectively/efficiently administered
with attention to the needs/desires of children/adults. Effective administration
includes good communication, positive community, relations, fiscal stability. |
|
Illinois Early Childhood Program Matrix - Updated
The following Early Childhood Program Matrix is
a comparison of programs, listed in the blue highlighted row, along with criteria
for each program, listed along the far left column in red. For navigational purposes, the blue program
row is listed in several places below as you scroll down the table. Updated Online
January 26, 2005.
| I. PROGRAM
DESIGN |
Systems
Services |
Head Start
Early Head Start |
ILDCFS
Child Care |
IDHS
Child Care |
IDHS
Early Intervention |
ISBE
Early Childhood |
ISBE
Early Childhood
Special Education |
ISBE
Early Childhood
Title I |
ISBE
Even Start |
CORE
SERVICES |
Comprehensive child development, family-focused
program with the overall goal of increasing the social competence or young children
in low-income families. |
Child care services for children served by
DCFS at risk of abuse and/or neglect. |
Child care services for low-income families
working and/or participating in an approved education/training activity. |
Services for children under 36 months of age
with diagnosed disabilities, developmental delays, or are at substantial risk of
significant delays. |
Serves a-risk children and families birth
to age eight (8) to prevent later academic failure. |
Enhanced services for children 3-5 years of
age with disabilities. |
Services for failing or most at-risk children,
3-5 years of age within a local school district. |
Services to break the cycle of poverty and
illiteracy while improving the educational opportunities of low-income families by
combining four core components that make up family literacy. |
FUNDING
SOURCE(S) |
Federal. 25% local nonfederal share requirement. |
State general revenue & federal Title
IV-E. |
Federal Child Care & Development Fund.
State general revenue. |
U.S. Dept. of Education, Office of Special
Educ.; Medicaid Title XIX & Title XXI; State general revenue; Family Fees; and
Private Insurance. |
State general revenue. |
Federal, State, and local funding. |
Federal. US Dept. of Education Title I. |
Federal with Local match requirement. |
CURRENT
FUNDING LEVEL |
FY'04
Early Head Start
$22,343,033
2,691 families with children birth to 3
yrs. & pregnant women.
Head Start
$235,752,028
36,578 families w/children 3-5 years. |
FY'04
Foster Day Care
$9.8 million
Adoption Assistance/Subsidized Day Care
birth-3 yrs. $600,000 |
FY'04
$666,965,100
198,550 children birth to age 12 |
FY'04
$81,500,000
14,200 families |
FY'04
$213,572,200
Prekindergarten
63,384 children
$23,474,627
Parent training 38,416 children/41,618
parents
Prevention Initiative
8,589 children/6,862 parents |
FY'04
$25 million federal funding. 31,389 children 3-5 years of age. |
FY'04
$489 million |
FY'04
$8,400,000 4,200 children & 2,754 families. |
PAYMENT
PROCESS |
Grants to local agencies from DHHS/ACF regional
office. |
Reimbursement to providers. |
Reimbursement to providers. |
Grants for service coordination. All other
services are fee-for-service. |
Grants to local school districts & community-based
agencies. |
Grants to local school districts. and special
education cooperatives. |
Grants to local school districts. |
Grants to local partnerships between local
education and community agencies. |
top |
Systems
Services |
Head Start
Early Head Start |
ILDCFS
Child Care |
IDHS
Child Care |
IDHS
Early Intervention |
ISBE
Early Childhood |
ISBE
Early Childhood
Special Education |
ISBE
Early Childhood
Title I |
ISBE
Even Start |
ELIGIBILITY
REQUIREMENTS |
Age of child & family income using federal
poverty guidelines. Children remain eligible for 2 years. 90% or more must be from
low income families. |
Open DCFS case or at risk of becoming an open
case. Redetermination every 6 months. |
Parents employed and/or engaged in an approved
education/training program; teen parents; at or below 50% of the State median income
level. Redetermination every 6 months. |
Children who have disabilities due to developmental
delay; medically diagnosed physical or mental condition which typically result in
developmental delay; or at risk of substantial developmental delay. |
Each school district or agency determines
its own "at risk" criteria within the State guidelines, and develops screening
protocol to identify children most in need. |
Child must have a diagnosed/identified disability. |
Child must be failing or identified as most-at-risk
of failing to meet the state student performance standards. Children participating
in Head Start or Even Start during preceding 2 years are eligible automatically. |
Families with children birth through 7 years
who reside in areas of high poverty concentration. One parent must be eligible for
adult education services. |
| PARENT CO-PAY |
NONE |
NONE |
Based on income and family fee schedule. |
Based on a sliding fee scale |
NONE |
NONE |
NONE |
NONE |
| CHILD AGE RANGE |
Early Head Start birth to age 3 and
prenatal.
Head Start age 3 to mandatory school age. |
Birth to age 13. To age 21 if developmentally
disabled or otherwise in need of care. |
6 weeks to age 13. Ages 13-19 if child is
physically or mentally incapable of self care or under court supervision requiring
child care. |
Birth to age 3. |
Birth to age 8. |
Ages 3-5 years |
Ages 3-5 years |
Birth through age 7. Services must be provided
for at least a three year age range determined by the local project. |
CHILD:STAFF
RATIO |
Birth to age 3 - 4:1
3-5 years - 8:1 (depending on group size) |
Infant - 4:1
Toddlers - 5:1
Age 2 - 8:1
Ages 3/4 - 10:1
Age 5 & up - 20:1 |
Infant - 4:1
Toddlers - 5:1
Age 2 - 8:1
Ages 3/4 - 10:1
Age 5 & up - 20:1 |
Not applicable |
For classroom activities
1 Teacher & 1 Teacher Assistant.
10:1 for ages 3-5 only. |
Certified Teacher-5:1 Certified Teacher and
an aide - 10:1 in a self contained early childhood special education classroom. |
Programs must meet Head Start Program Performance
Standards. |
Varies by program and child education service
provider. |
| GROUP SIZE |
Birth to age 3: 8
Age 3: 15-17
Age 4: 15-17 (1/2 day) 17-20 (full day) |
Infants: 12
Toddlers: 15
Age 2: 16
Age 3 & up: 20 |
Infants: 12
Toddlers: 15
Age 2: 16
Age 3 & up: 20 |
|
|
|
|
|
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Systems
Services |
Head Start
Early Head Start |
ILDCFS
Child Care |
IDHS
Child Care |
IDHS
Early Intervention |
ISBE
Early Childhood |
ISBE
Early Childhood
Special Education |
ISBE
Early Childhood
Title I |
ISBE
Even Start |
LENGTH
DAY/YEAR |
4 days/week; 128 days 5 days/week: 160 days
minimum. Minimum 32 weeks a year. 1/2 day: 3 1/2 - 6 hours. Full day: more than 6
hrs. Migrant Head Start - N/A |
No requirement. Full day = 5 or more hours. |
No requirement. Full day = 5 or more hours. |
Full year. |
Not defined by law, However most school districts
follow the school district calendar. Program options include: full day/full school
year; 1/2 day/full school year |
Service length is based on individual needs
of the child. |
Service length is based on individual needs
of the child. |
Not defined; must be of sufficient duration
& intensity to make a significant change in the literacy level of the family.
Project must provide programming year around. |
ATTENDANCE
REQUIREMENTS |
0.85 (calculated against funded enrollment
level.) |
0.8 (calculated against eligible days.) |
0.8 (calculated against eligible days.) |
No state policy; Local agency/provider vary. |
No requirements. |
No requirements. |
No requirements. |
No requirements. |
| VACANCIES |
Must be filled within 30 days. |
Not applicable. |
No requirements; Grace periods: loss of employment-30
days maternity-6-12 weeks medical leave-per Doctor's statement & employee policy. |
Not applicable. |
No requirements. |
No requirements. |
No requirements. |
Individual grantees have local policies they
follow. |
SPACE
REQUIREMENTS |
Indoors: 35 sq. ft/child usable play space.
Outdoors: 75 sq. ft./child. Must meet state licensing standards. Cribs/cots: 3 ft.
apart. |
Must be legal care arrangement. Infants-25
sq.ft./child play space+30 sq. ft./child sleeping space. Toddlers-35-65 sq. ft./child,
depending on sleeping arrangement. Age 2 & older- 35 sq. ft/child of activity
space. Outdoors: 75 sq.ft./child Cribs/cots: 2 ft. apart. |
Must be legal care arrangement. Infants-25
sq.ft./child play space + 30 sq. ft./child sleeping space. Toddlers-35-65 sq. ft./child
(depending on sleeping arrangement.) Age 2 & older- 35 sq. ft/child of activity
space Outdoors: 75 sq. ft./child. Cribs/cots: 2 ft. apart. |
Not applicable. |
Defined by School code. |
Defined by School code. |
Defined by School code. |
Defined by School code or legal child care
arrangement. |
top |
Systems
Services |
Head Start
Early Head Start |
ILDCFS
Child Care |
IDHS
Child Care |
IDHS
Early Intervention |
ISBE
Early Childhood |
ISBE
Early Childhood
Special Education |
ISBE
Early Childhood
Title I |
ISBE
Even Start |
Child
SCREENING |
Within 45 days of child's entry, screening
must be completed in the areas of: developmental, sensory, behavioral, motor, social,
language, cognitive, perceptual, & emotional. Within 90 days, a professional
determination must be obtained as to whether or not a child is up-to-date with preventive
and primary health care, oral health, & mental health. |
No requirements beyond DCFS Licensing Standards:
physical exam and immunizations, goals, and evaluation of goals when a specific plan
is written to meet the child's individual needs. |
No requirements beyond DCFS Licensing Standards:
physical exam and immunizations, goals, and evaluation of goals when a specific plan
is written to meet the child's individual needs. |
Community-based screenings assess a child's
developmental status prior to eligibility determination through a variety of local
sources including health depts., school districts, & other early care programs.
A comprehensive developmental evaluation and assessment activities are completed
through IDHS Early Intervention in order to determine eligibility & develop an
Individual Family Service Plan (IFSP). |
Children/families are required to participate
in local school district screening activities. (Child Find) |
Local school districts are required to complete
annual "mass" screening and on-going screenings. |
Parent interviews, teacher recommendations,
and screenings are completed on each child. |
Screenings are administered to parents and
children. Screening instruments vary by individual program. |
SERVICES FOR CHILDREN WITH DISABILITIES/
SPECIAL NEEDS |
Yes, inclusive services. At leas 10% of each
programs enrollment must be available for children with disabilities/special needs. |
Yes, depends on provider. |
Yes, depends on provider. |
Services are based on individual needs of
child & family. They may include a or more of the following: assistive technology
& svs; audiology; family trng.; S/L; developmental therapy: psychological, occupational
& physical therapy; counseling & home visits; health & nursing svs.;
medical diagnostics; transportation & service coordination. |
Per state requirements. |
Yes. All children enrolled must have a diagnosed
disability. |
Yes. If the children are identified as eligible
for Title I, Part A services. |
Yes. Also refer children to appropriate EI
program or school district. |
top |
Systems
Services |
Head Start
Early Head Start |
ILDCFS
Child Care |
IDHS
Child Care |
IDHS
Early Intervention |
ISBE
Early Childhood |
ISBE
Early Childhood
Special Education |
ISBE
Early Childhood
Title I |
ISBE
Even Start |
| CURRICULUM |
Programs must have a written plan that is
consistent with the Head Start Performance Standards and is based sound child development
principles about how children grow and learn. |
Per Licensing Standards Sec. 407.200 Programs
shall provide a variety of activities geared to the age level and developmental needs
of children served. |
Per Licensing Standards Sec. 407.200. Programs
shall provide a variety of activities geared to the age level & developmental
needs of children served. |
Families participate as members of a multidisciplinary
team in the development/implementation of an IFSP. This process identifies the strengths,
priorities, and resources that the child and/or family currently have, facilitates
development of outcomes expected as a result of the intervention, and outlines resources,
services & supports necessary to achieve the identified outcomes. |
Developmentally appropriate curriculum supported
by the Illinois Early Learning Standards. |
Children receive Special Education and related
services in the least restrictive environment/placement. Children must have access
to the regular education curriculum (developmentally appropriate curriculum supported
by the Illinois Early Learning Standards. |
Programs must comply with performance standards
under the Head Start Act. (CFR 45-1304.21-Education and Early Childhood) |
No prescribed curriculum. |
| TRANSITION |
Programs must establish and maintain policies
& procedures to support successful transitions for enrolled children/families.
Requirements include: transfer of records; joint transition training for staff &
parents; communication between staff at HS and public school; child's progress reports/assessments;
assistance for families. For EHS: transition planning must begin 6 mos. Prior to
child's 3rd birthday. |
Per Licensing Standards-Sec. 407. 200-210,
Programs should develop plans with parental input that addresses the individual transitions
for children enrolled. Development of this plan shall involve both sending and receiving
staff. |
Per Licensing Standards-Sec. 407.200-210,
Programs should develop plans with parental input that addresses the individual transitions
for children enrolled. Development of this plan shall involve both sending and receiving
staff. |
Transition activities begin at 30 months of
age by reviewing w/families their rights regarding transition, discussing Part B
services or other community options that may be available after age three & if
applicable, initiating communication w/LEA. If a child is eligible for Part B, a
meeting is held when the child reaches 33 mos. Children transition from EI one day
prior to their 3rd birthday. |
Programs are encouraged to develop & implement
horizontal and vertical transitions for children & families birth to age 8. |
Local school districts are required to participate
in transition meetings scheduled by early intervention children who are receiving
EI services and are turning 3 years of age. |
Program plans include strategies to assist
preschool children in the transition from early childhood to elementary school. |
Programs assist the families make transitions
to school,further their education/training opportunities and employment. |
|
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| II. FAMILY
INVOLVEMENT |
Systems
Services |
Head Start
Early Head Start |
ILDCFS
Child Care |
IDHS
Child Care |
IDHS
Early Intervention |
ISBE
Early Childhood |
ISBE
Early Childhood
Special Education |
ISBE
Early Childhood
Title I |
ISBE
Even Start |
FAMILY
INVOLVEMENT |
Programs shall implement activities &
provide opportunities that promote and enhance parental roles as the principle influence
in their child's education and development. Parent's are actively involved in program
policy, planning operations, and decision making. |
Per Licensing Standards - Sec 407.200, programs
shall have a written plan for encouraging parents to visit, observe & participate
in their child's learning experience. |
Per Licensing Standards Sec. 407.200, programs
shall have a written plan for encouraging parents to visit, observe, & participate
in their child's learning experience. |
Family participation is an integral component
of the program. As indicated by the mission statement, a primary purpose of the program
is to enhance the capacity of families to meet the developmental needs of their children. |
Parents are encouraged to participate in a
variety of activities that will promote academic success. Parents and children will
become life-long learners. |
Parents are members of the Individual Education
Plan (IEP) Team and participate in all IEP meetings. Parents are involved in the
multidisciplinary meetings and the development/implementation of the IEP. |
Parents are invited to participate and are
required to sign a school-parent compact. |
Eligible parent and child are required to
participate. Other family members are encouraged to take an active part. |
FAMILY
LITERACY |
Programs provide learning opportunities for
children and families to participate in literacy activities by: increasing access
to reading materials; special events focusing on reading & literacy; creative
literacy development; and assist parents as adult learners to recognize and address
their own literacy goals. |
Not applicable. |
Not applicable. |
The IFSP process helps to identify community-based
services to address literacy and link families to resources in their community. |
By providing parents with a wide range of
services, materials and literacy experiences, programs encourage parents to develop
their literacy skills & provide their children with developmentally appropriate
language and literacy experiences. |
Not applicable. |
Title I funds may be used to aid in family
literacy. |
Family literacy is the primary focus in order
to break the cycle of intergenerational illiteracy. |
PARENT
EDUCATION |
Parents are given various opportunities to
improve parenting skills & knowledge/understanding of their child's educational
needs. EHS: prenatal & postpartum education is provided. |
Not applicable. |
Not applicable. |
Family training, education and support is
considered an integral component of each intervention service. |
Opportunities are available for parents that
allow them to develop a strong partnership w/the school & community to facilitate
parents empowerment over their own lives & the education of their children. |
May be a related service if needed. |
The goal is to build the capacity for parental
involvement & enable parents to play key roles in their child's learning. |
LEA's work in partnership with community agencies
to establish unified family literacy programs providing: adult literacy, ECE, parent
education; and parent/child interactive literacy activities. |
|
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| III.
COMMUNITY INVOLVEMENT |
Systems
Services |
Head Start
Early Head Start |
ILDCFS
Child Care |
IDHS
Child Care |
IDHS
Early Intervention |
ISBE
Early Childhood |
ISBE
Early Childhood
Special Education |
ISBE
Early Childhood
Title I |
ISBE
Even Start |
WRITTEN
AGREEMENTS/
CONTRACTS |
Programs are required to initiate interagency
agreements with local education agencies & other community agencies within their
service delivery area. |
Not required. |
Not required, but encouraged. |
Local interagency Councils (LIC) work with
local education agencies and other local community organizations to develop transition
ageements. |
Not required. |
Not required. |
School-parent Compact. |
Some programs may have written agreements
or contracts with other agencies to provide a range of services. |
REFERRALS/
INFORMATION |
Affirmative steps are taken by programs to
develop ongoing collaborative partnerships with community organizations to promote
access of services by children and families that are responsive to their needs and
to ensure that EHS/HS programs respond to the needs of the community. |
Not required. |
Not required, but encouraged. |
Program develops and maintains collaborative
working relationships with primary referral sources, including physicians, child
care providers, social service agencies, and other health care professionals. They
also develop and conduct public awareness activities. |
Programs are encouraged to establish coordinated
efforts of community collaboration with organizations & agencies that provide
resources for families with children birth to age 5. |
Referrals are made to to EI if a child is
identified by local school district. |
Yes, as needed |
Varies by project. A system of referral networks
are developed with local community service agencies. |
COLLABORATION/
PARTNERSHIPS |
Local programs play an active role in community
planning to encourage strong communication, coordination, and sharing of information
among agencies and to improve delivery of services for children & families. |
Not required, but encouraged. |
Not required, but encouraged. Providers that
are receiving funding from 2 or more funding sources to provide full day/full year
can apply to be part of the Child Care Collaboration Program. Approved Child Care
Collaboration Sites are allowed three Child Care Assistance Program policy waivers. |
Partnerships with local community agencies
include public health depts., CCR&R's, EHS/HS programs to ensure a comprehensive
continuum of services for all children and families regardless of income or ability
to pay. |
Programs are strongly encouraged to collaborate
& develop partnerships with community-based organizations to ensure that all
children at-risk are receiving services. |
Varies by district. |
Program plans include coordinated & integrated
activities with other service providers. |
Partnerships are the foundation of the program.
Funds are provided for the coordination of existing services in order to build a
new system that serves the most in need. |
|
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| IV. HUMAN
RESOURCES |
Systems
Services |
Head Start
Early Head Start |
ILDCFS
Child Care |
IDHS
Child Care |
IDHS
Early Intervention |
ISBE
Early Childhood |
ISBE
Early Childhood
Special Education |
ISBE
Early Childhood
Title I |
ISBE
Even Start |
STAFF
QUALIFICATIONS |
Programs must ensure that staff & consultants
have the knowledge, skills, and experience to perform the assigned duties of their
position. At least 50% of teaching staff must have an associate's degree or higher. |
Varies by facility and licensing standards. |
Varies by facility and licensing standards. |
Part C service providers must meet minimum
state licensure/certification and/or Part C EI credentialing standards. These standards
are outlined in State Rule (II Adm. Code 89 Part 500). |
There are no minimum educational requirements
for staff working with the 0-3 population. All pre-k administrators and staff must
hold appropriate certification and/or qualifications for the position for which they
are hired. |
All teachers must be certified in Special
Education. |
Staff must hold appropriate certification
and/or qualifications for the position for which they are hired. |
Majority of staff must meet education and
certification requirements established in NCLB Title I, Part B, Subpart 3, Section
1235(5). |
STAFF
TRAINING |
Staff training & development includes
but is not limited to: orientation, Head Start Performance Standards, and at least
15 hours of inservice training on an annual basis. Technical assistance is provided
by a HS system of program specialist, content experts, and specialists. Parents are
offered opportunities to participate in training sessions to increase their knowledge
and understanding of child growth and development. |
Funds are allocated to some contracted sites
serving higher risk populations to train staff in working with families. |
CCR&R agencies train child care staff
and parents. Scholarships are available for staff to participate in educational studies
from higher education institutions. |
All professionals receive training on the
Part C system within 6 months of employment; all service coordinators receive IFSP
& service coordination training within the first 90 days of employment; and both
must obtain 30 hours of continuing education as approved by the Department, with
at least 5 hours during each year of his/her credential. Additionally, providers
must participate in ongoing professional development that includes a once a month
face-to-face meeting with one or more peers of the same discipline. |
Staff receive ongoing professional development
opportunities through the Comprehensive Staff Development Program. Regional training
and workshops are held on topics that have been identified as needed. Follow-up training
and activities are available. An Early Childhood track of the Administrators Academy
provides information in early childhood birth to age 8 and their families. Technical
assistance, support, and follow-up is provided for programs by educational consultants
from Illinois Board of Education. |
Staff participate in ISBE training initiatives:
STARNET CHOICES Autism Project |
Staff participate in ISBE training initiatives. |
Local determination. Professional Development
is offered by the Adult Education Center Network and the Early Childhood Staff Development
Center. |
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| V. QUALITY
ASSURANCE |
Systems
Services |
Head Start
Early Head Start |
ILDCFS
Child Care |
IDHS
Child Care |
IDHS
Early Intervention |
ISBE
Early Childhood |
ISBE
Early Childhood
Special Education |
ISBE
Early Childhood
Title I |
ISBE
Even Start |
PROGRAM
OUTCOMES |
At least once each program year, grantee &
delegate agencies must conduct a self-assessment of their effectiveness & progress
meeting program goals/objectives & service implementation that meet Federal regulations.
Programs must also develop & maintain data which provides patterns of results
that are to be used in program planning and improvement efforts. |
Development of child care arrangements which
provide families access to quality care and to ensure children are cared for in a
safe & healthy environment that meets their developmental needs. |
Development of child care arrangements which
provide low-income families access to affordable, quality child care while they are
working and/or participating in an approved education/training activity. Children
are cared for in a safe & healthy environment that meets their developmental
needs. |
1) Increase the development of infants/toddlers
w/disabilities and the potential for developmental delays will be minimized. 2) Educational
cost to the State will be reduced; 3) Incidences of institutionalization will decrease
& the number living independently will increase; 4) enhances the ability of families
to meet the needs of their infants & toddlers w/disabilities; 5) supports agencies
throughout the state in meeting the needs of families in underserved areas. |
Programs are required to participate in data
collection for research conducted by the Illinois State Board of Education. |
Follow Illinois Early Learning Standards. |
Follow Illinois Early Learning Standards. |
State determined performance indicators have
been developed.
3 - Adult
7 - Children
3 - Family |
CHILD
OUTCOMES |
Grantees must provide a child development
and education approach that prepares children to succeed in their present and future
school & life environment while providing additional focus on assessment of more
specific indicators of literacy, numeracy, and language skills. |
Per Licensing Standards Sec. 407. 200 The
daily program of the facility shall provide learning experiences which promote the
individual child's growth & development of self-help, social competence &
communication skills. |
Per Licensing Standards Sec. 407. 200 The
daily program of the facility shall provide learning experiences which promote the
individual child's growth & development of self-help, social competence &
communication skills. |
Child outcomes are developed and achievement
toward those outcomes is measured individually through the IFSP process. |
Evaluation of children and/or family progress
is supported through formal and informal methods designed individually by each school
district. |
Follow Illinois Early Learning Standards and
goals and benchmarks on the IEP. |
Follow Illinois Early Learning Standards. |
Seven ( 7 ) child performance indicators have
been developed. |
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Systems
Services |
Head Start
Early Head Start |
ILDCFS
Child Care |
IDHS
Child Care |
IDHS
Early Intervention |
ISBE
Early Childhood |
ISBE
Early Childhood
Special Education |
ISBE
Early Childhood
Title I |
ISBE
Even Start |
| MONITORING |
Every three years, grantees are monitored
by a federal review team to examine management systems, agency capacity to fully
implement the HSPS and other federal regulations, and ability to collect data for
use in determining child, family, and program outcomes. Grantee's also implement
annual self-assessment, staff evaluations and ongoing planning. |
Not applicable. |
Programs are monitored on a regular basis
to ensure services are provided for eligible children. |
Service providers are reviewed periodically
to ensure needed services are provided based on the IFSP. |
The Illinois State Board of Education provides
training and technical assistance to all programs on an ongoing basis through site
visits. |
Local school districts are monitored by ISBE
on a regular basis. |
Local school districts are monitored by federal
& state education depts. |
Each project must conduct an independent local
evaluation to analyze their performance and effectiveness on an annual basis. Projects
are also monitored by ISBE on a regular basis. |
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