Illinois Early Childhood Programs Matrix

Transcription

1 Illinois Department of Human Services State Collaboration Office Illinois Early Childhood Programs Matrix Updated Posted Online: ILEarlyChildhoodCollab.org

2 ILLINOIS EARLY CHILDHOOD PROGRAMS MATRIX Table of Contents and Key Program Design Core Services 2 Standards and Statutory Authority 2 Funding Sources 2 Current Funding Level 3 Payment Process 3 Eligibility Requirements 3 Parent Co-Payments/Fees 3 Child Age Range 4 Child-Staff Ratio 4 Group Size 4 Length of Day/Year 4 Child Education Services Child Screening 5 Curriculum 5 Services for Children with Disabilities/Special Needs 5 Transition 6 Family Engagement Parent Education 6 Family Involvement 6 Community Involvement/Comprehensive Services Written Agreements 7 Information and Referral Services 7 Collaborative Partnerships 7 Human Resources Minimum Staff Qualifications 8 Staff Training 8 Quality Assurance Program Outcomes 9 Child Outcomes 9 Monitoring 9 Key: DCFS DHS ISBE IL Department of Children & Family Services IL Department of Human Services IL State Board of Education Updated DHS State Collaboration Office. Page 1

3 PROGRAM DESIGN Core Services (EC) Comprehensive child development, family-focused program with the overall goal of increasing the social competence of young children from low-income families. Child care services for children at-risk of abuse and/or neglect served by DCFS. Child care services for children up to age 13 from low-income families working and/or participating in an approved education/training program. Statewide program of assessment, evaluation, & services for children under 36 months of age with diagnosed disabilities, developmental or medical delays, or at substantial risk of significant delays. Parents provide most of the care needed to help their children develop basic skills, guided by the therapists who serve their children. To provide voluntary preschool to 3-and 4-year old children with the first priority being those children who are identified as being at risk of academic failure. To provide voluntary, continuous, intensive, research-based, and comprehensive prevention initiative services for at-risk children birth to age 3 and their families Program to enhance the growth and development of preschool-age children with disabilities. Program to improve educational achievement of children from low-income families in school districts receiving Title I funds. Standards and Statutory Authority Program Performance Standards (Administration for Children & Families regulation 45 CFR 1301 et seq.) and Child Outcomes Framework. Act (42 USC 9801 et seq.). DCFS Licensing Standards for Day Care Center, Homes and Group Homes. IL Administrative Code: Title 89, Chapter III, Subchapter e. DCFS Licensing Standards, Site Administered Contract Deliverables (program), and Quality Counts Quality Rating System (program). IL Administrative Code: Title 89, Chapter IV, Subchapter a, Part 50. IDEA 1, Part C. IL Administrative Code: Title 89, Chapter IV, Subchapter 3, Part 500. IL Early Learning & Devt. Standards (child). IL Birth to Five Program Standards. IL School Code (105 ILCS 5/2-3.71). IL Administrative Code: Title 23, Subtitle A, Chapter 1, Subchapter f, Part 235. IL Birth to Five Program Standards. IL School Code (105 ILCS 5/2-3.89). IL Administrative Code: Title 23, Subtitle A, Chapter 1, Subchapter f, Part 235. IDEA, Part B, Section 619. US Department of Education (DOE), ESEA 2, Title I. Funding Sources Federal Administration for Children and Families (ACF), Office of (OHS); 25% non-federal share requirement. State general revenue and federal Title IV-E. Federal Child Care and Development Fund; state general revenue; family co-payments. Federal DOE 3, Office of ; Medicaid Titles XIX & XXI; state general revenue; Family Fees. State Early Childhood Block Grant. State Early Childhood Block Grant Federal DOE - IDEA funds based on child count; state general revenue and local funding. Federal DOE; No Child Left Behind Act/ESEA. 1 Individuals with Disabilities Education Act 2 Elementary & Secondary Education Act 3 Department of Education Updated DHS State Collaboration Office. Page 2

4 Current Funding Level Federal FY12: Grand Total $298.8 million for 36,834 children ages 3-5 () and for 4,909 children, birth to age 3, and pregnant women (). State FY12: Foster care day care: $3.9 million; Adoption Assistance/Subsidized Day Care-birth to 3 years: $408K; Protective Day Care: $24.3 million. State FY11: $927.5 million to serve 173,100 children. State FY12: $135.7 million to serve 19,000 families. Approximately 86% of ECBG goes to Preschool for All programs for children ages 3 to 5. State FY11:$342.2 million served 83,997 children ages 3-5. State FY12 appropriation $325.1 million. Approximately 14% of ECBG goes to Prevention Initiative programs for children from birth to age 3 years. State FY11: $342.2 million served 19,463 families/19,008 children. State FY12 appropriation $325.1 million. Amount not available; based on child count in local school districts. Funding level not set by law, but available as a local district option. Payment Process Early/ Federal grants to local entities from ACF Regional Office. Reimbursement to providers. Reimbursement to providers. DHS grants for service coordination; all other services fee-based. Grants to eligible entities, including school districts, community-based organizations and others. Grants to eligible entities, including school districts, community-based organizations and others. Grants to local school districts. Grants to local school districts. Eligibility Requirements Based on the age of child and family income. Children remain eligible for 2 years. 90% or more must be income eligible families. Income eligibility is 100% or less of federal poverty level (FPL). Homeless children and children in child welfare are categorically eligible. Provision for serving up to 35% of enrollment from families between % FPL, but only after have met the needs of all families at or below 100% FPL and with extensive reporting requirements. Children must have an open DCFS case or be identified as at-risk of becoming an open case. Foster parents must be working. Eligibility is redetermined every 6 months. Parents must be IL residents, employed and/or engaged in an approved education or training program and have combined income of less than 185% FPL. Children under age 13, unless there is a special need. Eligibility is redetermined every 6 months, except parents who are: in an education/training program that lasts less than 6 months, approved by a RSP 4 that indicates the activity lasts less than 6 month, or participating in an approved collaboration program. Children under 36 months of age who have a developmental delay, a physical or mental condition that typically results in developmental delay, or children who are at-risk of substantial developmental delay. Children ages 3-5 at risk of academic failure; families at or below 4 times FPL; other children. Families with children birth to age 3; children most at risk of academic failure. Children ages 3 through 5 with diagnosed/identified disabilities. School district must be eligible to receive Title I funding. Parent Co-Pay Based on family size, income, a sliding fee scale, and child care schedule (full or part time). Based on income and a sliding fee scale. 4 Responsibility and Services Plan Updated DHS State Collaboration Office. Page 3

5 Child Age Range Early/ : Age 3 to mandatory school age. : Birth to age 3 and pregnant women. Birth to age 13; to age 21, if developmentally disabled or otherwise in need of care. Birth 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. Ages 3 to age 5 who are not age-eligible for kindergarten. Birth to Age 3. Ages 3 through 5. Ages 3 to 5. Child-Staff Ratio Centers: Program average of :1 for ages 4-5 & :1 for age 3 in single session/ full day. Program average of :1 for ages 4-5 and :1 for age 3 in 1/2 day. Depends on group size/predominant age of children (see below). Centers: 4:1 for birth to age 3. Home-Based: Average caseload 10-12:1. Per DCFS Licensing Standards for centers and family child care homes. Centers - 4:1 for infants, 5:1 for toddlers, 8:1 for age 2, 10:1 for ages 3 and 4, and 20:1 for ages 5 and older. Homes 12:1, children under age 12. If licensed provider, per DCFS Licensing Standards for centers and family child care homes. Not applicable. 10:1 for ages :1 for birth to age 2 and 6:1 for age 3. In an instructional ECSE classroom, 5:1 with certified teacher and 10:1 with certified teacher and aide. Varies, but normally not more than 5 at one time. Group Size : for age 3 & for ages 4-5 in half day for age 3 and for ages 4-5 in single session/full day. : 8 for ages birth to 3. Home-Based: Maximum 12 families for any Home Visitor. Per DCFS Licensing Standards. Centers: 12 for infants, 15 for toddlers, 16 for age 2, and 20 for ages 3 and older. Homes: Up to 12 children under age 12, with mixed age groups limits: up to 8 children under age 12, with up to 5 under age 5 & 3 under 24 months; or up to 8 children under age 12, with up to 6 under age 5 & 2 under 30 months. If licensed provider, per DCFS Licensing Standards for centers and homes. If license exempt, no more than 3 children, including the provider s own children, unless all are from the same household. Not applicable. 20 for ages 3-5. According to program model requirements. Home Visitors 25 families:1. ISBE EC Special Educ. In an instructional ECSE classroom, not more than 10. Depends on staffing. Varies, but normally not more than 5. Length Day/Year ISBE Title I : Minimum 3.5 & maximum 6 hours/day; 128 days/year minimum 4 days/week & 160 days/year minimum 5 days/week. : Full year; centers full day. Home-Based: Minimum 32 home visits of at least 1.5 hours each & 16 group socialization activities/year. Migrant and Seasonal : Not Applicable. No requirement. Five or more hours is considered full day. No requirement. Five or more hours is considered full day. Full year. Minimum 2.5 hours/day and school year/180 days per year. According to program model requirements and needs of the family. Based on the individual needs of the child. Based on the type of program being operated & individual needs of the child. Updated DHS State Collaboration Office. Page 4

6 Child Screening CHILD EDUCATION SERVICES Within 45 calendar days of child s entry, linguistically/culturally/age appropriate screening in developmental, visual/auditory, behavioral, motor, language, social, cognitive, perceptual & emotional skills. Within 90 calendar days of child s entry, determination of child s access to ongoing, continuous health care & status on schedule of preventive & primary health care. Per DCFS Licensing Standards, a medical report not more than 6 months old before child s entry, including physical exam, immunizations, TB and lead. If licensed provider, per DCFS Licensing Standards. Community-based screening to assess a child s developmental status before eligibility determination. Comprehensive developmental evaluation/assessment to develop IFSP 5 Child/family developmental screening required before entry; includes parent interview, health history & social development summary, & vision/hearing. Recommend community-wide process. Child/family screening required before entry; includes parent interview, health history & social development summary, and for children age 4 months or older developmental screening with a research-based tool. Recommend community-wide process. Local school districts required to conduct annual community-wide screening and ongoing individual child screening. Annual community-wide screening and ongoing individual child screening. Curriculum ISBE EC Special Educ. : Research-based, aligned with Child Outcomes Framework: language, literacy, math, science knowledge & skills; cognitive abilities, approaches to learning, social/emotional & physical development, creative arts abilities; progress toward English acquisition & in the other areas (ELLs 6 ); culturally & linguistically appropriate. : Must encourage development of secure relationships, sensory/motor experiences, social/emotional & physical development. Home-Based: content of visits jointly planned by trained Home Visitor & parents to help improve parenting skills, use the home as the primary learning environment, & enhance growth & development. Group soc. activities emphasize peer interaction through age appropriate activities. Per DCFS Licensing Standards, a program of activities geared to the children s age levels & developmental needs; experiences that promote individual growth/well-being & development of self-help & communication skills, social competence & positive identity. If licensed provider, per DCFS Licensing Standards. Site contractors must provide services that are developmentally appropriate, culturally sensitive, & consistent with children s needs. Not applicable. Research-based curricula aligned with the IL Early Learning Standards should consider: the child s linguistic & cultural background, a wide range of children s abilities, and align with an assessment tool. Research-based curriculum addresses age appropriate areas, e.g., adult-child interactions, balance of all developmental areas, family involvement & literacy, and respect for uniqueness. Tool depends on program model used. Not applicable. Not applicable. Services for Children with Disabilities/Special Needs Early/ Inclusive services provided; at least 10% of enrollment must consist of children with disabilities. No requirement; depends on provider. No requirement; depends on provider. Special needs rate add-on available for site administered child care contractors. Services are based on individual needs of child and family. Children with disabilities served based on the decision of the IEP 7 team. Children must be determined eligible for special education & related services by school district. Children with special needs served based on appropriateness of services. 5 Individual Family Services Plan 6 English Language Learners 7 Individual Education Plan Updated DHS State Collaboration Office. Page 5

7 Transition Programs must establish and maintain policies and procedures to support successful transitions in and out of / for all enrolled children/families. transition planning must begin 6 months prior to child s 3rd birthday. Per DCFS Licensing Standards, for centers serving infants/toddlers, a written plan is done prior to moving children to a new group; the development of the plan involves the child s parents and staff from both rooms. Parents must be consulted before implementing any specific plans or special procedures to meet any child s individual needs If licensed provider, see DCFS Licensing Standards. Activities for transitioning children begin at 30 months of age by communicating with families their rights regarding transition, discussing Part B services or other community options available after age 3, and initiating communication with the local education agency. If a child is eligible for Part B, a meeting is held at least 90 days before the child is eligible for preschool services. Children make the transition one day prior to their 3 rd birthday. Programs will ensure that children age-eligible for kindergarten are enrolled in school upon leaving Preschool for All. Programs encouraged to plan for assisting children in making transitions both into and out of the program. Programs are encouraged to have written transition plans with other early childhood programs that address the unique needs and situations of families. Local school districts are required to participate in transition meetings scheduled by Early Intervention for children who are receiving these services and are turning 3 years of age. Program plans identify strategies to transition children to elementary school. FAMILY ENGAGEMENT Parent Education Various opportunities to improve parenting skills & knowledge, understanding of child development & children s educational needs, food preparation & nutrition skills, family goals & responsibilities, how to strengthen supportive environments & relationships, and advocacy for children. Training required for parent Policy Council members. : prenatal & postpartum education. Use of the Parent, Family and Community Engagement Framework strongly encouraged. None required. None required. Family training, education & support are integral components of each intervention service. Must provide parent education activities. Parents should gain knowledge & skills in parenting through implementation of research-based program model. May be a related service, if needed. Build the capacity for parent involvement & enable parents to play key roles in children s learning. Family Involvement Activities/opportunities that promote parental role as principal influence on child s education/ development required. Parents actively involved in program policy, planning, operations, decisionmaking, as paid staff, volunteers and observers. Parents also participate in activities for parents that they have helped to develop. Parents participate as observers, volunteers or to engage in activities specifically for parents. Use of the Parent, Family and Community Engagement Framework strongly encouraged. Home-Based: Group socialization activities focused on both children & parents. Per DCFS Licensing Standards, written plan required for encouraging parents to visit, observe & participate in children s learning experiences. If licensed provider, per DCFS Licensing Standards. Site contractors must seek parents involvement in decisions affecting their children s care & involve parents on Boards/Advisory Committees. Family participation integral component of program. Parents will be involved in children s educational process; welcomed, support sought; partners in child/family decisions. Families receive intensive, research-based & comprehensive prevention services & are full partners in developing & implementing the program and IFSPs. Parents are members of IEP team & participate in all IEP meetings. Parents invited to participate & required to sign a parent-school compact. Updated DHS State Collaboration Office. Page 6

8 COMMUNITY INVOLVEMENT/COMPREHENSIVE SERVICES Written Agreements Programs are required to initiate interagency agreements with local education agencies and other community-based organizations to meet the educational, health, mental health & social service needs of children & families served. Use of the Parent, Family and Community Engagement Framework strongly encouraged. Not required. Not required, but encouraged. Site contractors must have linkage agreements with other community service agencies. LICs 8 work with local education agencies and other community organizations to develop transition agreements. State law requires collaboration with, if agency is willing. State law requires each program to have a community involvement component to provide coordination in the service system. Not required. School-parent compact required. Information and Referral Services Collaboration/Partnerships ISBE EC Special Educ. Agencies must work collaboratively with all parents to identify and continually access, either directly or through referrals, services that are responsive to families interests and goals. Includes follow up with families after referrals. Active role in community planning required to encourage strong communication, cooperation & information sharing. Use of the Parent, Family and Community Engagement Framework strongly encouraged. Home-Based: Home visits over month contain elements of all program components; Home Visitors provide info/referral services. Not required. Encouraged, but not required except site-administered child care contractors, who must refer families to social service agencies as required or requested. Programs maintain collaborative relationships with primary referral sources, including child care providers, social service agencies, physicians, and other health care professionals. Encouraged, not required. Required related to transition & to assure families have access to comprehensive services. Referrals are made to ECSE if a child is identified by the school district and is age 3 or older. Infants and toddlers are referred to EI. Child may be referred for special education services, with parent permission. Agencies must take an active role in community planning and affirmative steps to establish ongoing collaboration with community organizations to promote child & family access to community services (health, mental health, nutrition, disabilities, family support, child protection, education, child care, and businesses). Use of the Parent, Family and Community Engagement Framework strongly encouraged. Not required, but encouraged. Not required, but encouraged. Site contractors must have a community outreach plan. Providers who receive funding from two or more public sources to provide full-day/full-year services can apply for the Collaboration Program. Programs form partnerships with local community agencies to ensure a comprehensive continuum of services for families, regardless of the family s income or ability to pay. Encouraged, not required. Collaborative proposals are prioritized in the RFP 9 for funding. Must take affirmative steps to establish collaborative relationships that go beyond the development of referral networks. Varies by district. Encouraged as a district option. 8 Local Interagency Councils 9 Request for Proposals Updated DHS State Collaboration Office. Page 7

9 Minimum Staff Qualifications ISBE EC Special Educ. HUMAN RESOURCES Staff and consultants must have the knowledge, skills, and experience to perform their assigned duties. Teachers: Must have an associate degree in EC education; an associate degree in a related field & coursework equivalent to a major relating to EC education, with experience teaching preschool-age children; or, a baccalaureate degree & has been admitted into the Teach for America program, passed a rigorous early childhood content exam, such as the Praxis II, participated in a Teach for America summer training institute that includes teaching preschool-age children and is receiving ongoing professional development and support from Teacher for America professional staff. By 9/30/13, must have: a baccalaureate or advanced degree in early childhood education, or a baccalaureate or advanced degree &d coursework equivalent to a major relating to EC education, with experience teaching preschool-age children. By 9/30/13, Assistant Teachers must have a CDA 10, be enrolled in a degree program or enrolled in a CDA program to be completed within 2 years. Teacher: Minimum of a CDA and training or equivalent coursework in EC development. By 9/30/12, training or equivalent coursework with a focus on infant/toddler development. Home-Based: Must have knowledge & experience in child development and EC education; the principles of child health, safety& nutrition; adult learning principles & family dynamics. Must be skilled in communicating with & motivating people. Must have knowledge of community resources & the skills to link families with appropriate agencies & services. Per DCFS Licensing Standards. Centers: Teachers must have 1 year experience and 30 semester college hours, with 6 related to child care/child development birth to age 6; 60 semester college hours, with 6 in child care/child development. Assistant Teachers must have a high school diploma or GED. Directors must have approved credential, 12 semester college hours in child care/child development, and 2 years experience; or, 2 years experience, 30 semester college hours, with 10 in child care/child development; or, 60 semester college hours, with 18 semester hours in child care or child development. Family Child Care Providers: At least age 18, medical exam & background check; no educational requirements. If licensed provider, see DCFS Licensing Standards. Site contracted providers and those participating in the DHS Quality Rating System must meet higher staff qualifications. License-exempt providers must clear background checks. Service providers must meet minimum state licensure/certification and Part C/IDEA early intervention credentialing standards. Teachers must have a bachelor s degree and hold a teaching license and an early childhood teaching certificate. Non-certified assistants must have 30 hours of college credit. Qualifications must meet program model used. All teachers must be certified in Early Childhood. Staff must hold a valid certificate for the position. Staff Training ISBE EC Special Educ. Mandated staff training includes: goals, philosophy, content & implementation of the Program Performance Standards; child abuse/neglect identification & laws; and, transition. As licensed programs, a minimum of 15 hours of annual in-service training is required. Per DCFS Licensing Standards, child care directors and staff must attend a minimum of 15 hours annual in-service training. If licensed provider, see DCFS Licensing Standards. All receive training on the Part C/IDEA system. Service coordinators receive IFSP & service coordination training within the first 90 days of employment & must obtain 30 hours of continuing education, approved by DHS. Staff development needs must be assessed & appropriate ongoing professional development activities provided. If licensed provider, see DCFS Licensing Standards. Staff development needs must be assessed & appropriate ongoing professional development activities provided. If licensed provider, see DCFS Licensing Standards. Staff participates in ISBE training initiatives. Staff must participate in ongoing professional development. 10 Child Development Associate Credential Updated DHS State Collaboration Office. Page 8

10 QUALITY ASSURANCE Program Outcomes Continuous program improvement includes an annual program self-assessment of effectiveness and progress in meeting program goals and federal regulations. Per DCFS Licensing Standards, child care arrangements are safe, healthy and appropriate to meet children s needs. Child care arrangements should provide low-income families access to affordable, high quality child care while they are working and/or participating in an approved education/training activity. Program outcomes include: enhancing the abilities of families to meet the needs of their infants and toddlers with special needs and reduced educational costs to the State. Program evaluation provides critical data/information used for continuous program improvement. Program evaluation provides critical data/information used for continuous program improvement. Not applicable. Programs are required to conduct an assessment to determine if program outcomes are being met. Child Outcomes ISBE EC Special Educ. : Child progress data collected in Child Outcomes Framework domains (language development, literacy, mathematics, science, creative arts, social/emotional development, approaches to learning, and physical health & development) to guide curriculum planning, ongoing child assessment, & program self-assessment/continuous improvement. : Children s development assessed ongoing to inform curriculum planning & identify delays/disabilities. Overall child outcome is to increase the development of infants and toddlers with disabilities. Individual child outcomes are developed and achievement toward those outcomes measured through the IFSP process. Child gains monitored in all developmental areas (literacy, cognitive, social & emotional development). Children s developmental progress regularly monitored to inform instruction & to ensure identification of developmental delays/disabilities. ISBE Early Learning Standards and Early Childhood Outcomes Systems apply. Not applicable. Monitoring Federal teams conduct on-site monitoring visits with all agencies every 3 years to examine all services, management systems, program governance, and capacity to implement the HSPPS 11 /other regulations. Federal staff conduct annual Risk Management Meetings with all agencies, which serve to: link funding, monitoring and technical assistance to prevent/reduce risks; focus on agencies current content areas; expand communication with OHS; and, recognize agencies strengths. Licensed child care centers & homes monitored annually by DCFS; licenses renewed every 3 years. DHS regularly monitors site administered contractors & providers earning more than $100,000/year in CCAP 12 reimbursement to ensure services were provided for eligible children and eligibility, copayments, and reimbursements were determined correctly. Licensed providers also monitored annually by DCFS. CFC 13 offices and service providers are reviewed annually to ensure that needed services are provided based on the IFSP. Ongoing desk monitoring. Programs receive an on-site monitoring visit every 3 years. Ongoing desk monitoring. ISBE monitors local school districts on a regular basis; focused monitoring is conducted based on school district data. Early childhood programs are monitored as part of the regular ISBE monitoring. 11 Program Performance Standards 12 Assistance Program 13 Child and Family Connections Updated DHS State Collaboration Office. Page 9