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Early Childhood Program Matrix
Appendix I
Early Childhood Program Matrix
Program
Design
|
Core Services
|
Head Start
Early Head Start
|
Comprehensive child development, family-focused
program with the overall goal of increasing the social competence of young
children from low-income families
|
IDCFS Child Care
|
Child care services for children at-risk of abuse
and/or neglect served by DCFS
|
IDHS Child Care
|
Child care services for children from low-income
families working and/or participating in an approved education/training
program
|
IDHS Early Intervention
|
Services for children under 36 months of age with
diagnosed disabilities, developmental delays, or at substantial risk of
significant delays
|
ISBE Preschool for All
|
An early childhood program expansion
to provide voluntary preschool to all 3-and 4-year old children and voluntary
prevention initiative services for at-risk children (birth to 3) and their
families
|
ISBE Early Childhood Special Education
|
Program to enhance the growth and development of
preschool-age children with disabilities
|
ISBE Title 1
|
Program to improve educational achievement of
children from low-income families in school districts receiving Title I funds
|
ISBE Even Start
|
Program to improve educational achievement for
low-income families and break the cycle of poverty and illiteracy
|
|
Funding Sources
|
Head Start
Early Head Start
|
Federal Administration for
Children and Families (ACF), Head Start Bureau; 25% non-federal share
requirement
|
IDCFS Child Care
|
State general revenue and federal Title IV-E
|
IDHS Child Care
|
Federal Child Care and
Development Fund; state general revenue
|
IDHS Early Intervention
|
Federal Department of
Education, Office of Special Education; Medicaid Title XIX and Title XXI;
state general revenue
|
ISBE Preschool for All
|
State Early
Childhood Block Grant
|
ISBE Early Childhood Special Education
|
State general revenue
|
ISBE Title 1
|
Federal funding under No Child
Left Behind Act
|
ISBE Even Start
|
Federal funding, local match
requirement
|
|
Current Funding Level
|
Head Start
Early Head Start
|
Head Start: $243,301,011 to
serve 39,137 children
FY07 Early Head Start:
$23,524,243 serves 2,699 children and pregnant women
|
IDCFS Child Care
|
Foster day care: $9.8 million
Adoption Assistance/Subsidized Day Care-birth to
3 years: $600,000
|
IDHS Child Care
|
$763,729,958 to serve 192,476
children, 6 weeks to age 12
|
IDHS Early Intervention
|
FY08: $136,750,314 to serve
20,000 families
|
ISBE Preschool for All
|
FY08: $347
million dollars to serve 90,000 children
|
ISBE Early Childhood Special Education
|
Amount not available
|
ISBE Title 1
|
Funding level not set by law
but available as a local district option
|
ISBE Even Start
|
FY07: $3.7 million to serve
1,292 families, including 1,352 adults and 1,939 children
|
|
Payment Process
|
Head Start
Early Head Start
|
Federal grants to local
agencies from ACF Regional Office
|
IDCFS Child Care
|
Reimbursement to providers
|
IDHS Child Care
|
Reimbursement to providers
|
IDHS Early Intervention
|
IDHS grants for service
coordination; all other services fee-based
|
ISBE Preschool for All
|
Grants to eligible
entities including: public school districts, university lab schools,
preschools, child care centers, regional offices of education, charter
schools, community colleges, community agencies, park districts, faith-based
organizations, and home-based child care networks
|
ISBE Early Childhood Special Education
|
Grants to local school
districts
|
ISBE Title 1
|
Grants to local school
districts
|
ISBE Even Start
|
Grants to local partnerships
composed of both a local education agency and a community-based organization
or institution of higher education
|
|
Eligibility Requirements
|
Head Start
Early Head Start
|
Federal poverty guidelines are
used to determine eligibility based on the age of child and family income.
Children remain eligible for 2 years. Ninety percent or more of those found
eligible must be from income eligible families.
|
IDCFS Child Care
|
Children must have an open
IDCFS case or be identified as at-risk of
becoming an open case. Redetermination of eligibility is done every 6 months.
|
IDHS Child Care
|
Parents must be employed and/or
engaged in an approved education or training program and have combined income
of less than 200% of the federal poverty level. Redetermination of
eligibility is every 6 months.
|
IDHS Early Intervention
|
Children, birth to three, who
have disabilities caused by developmental delay, medically diagnosed physical
or mental conditions that typically result in developmental delay, or
children who are at-risk of substantial developmental delay are eligible.
|
ISBE Preschool for All
|
All children, 3- and 4-years of age
(during build-up, those who meet at-risk criteria are given first priority
followed by children whose families earn up to four times the federal poverty
level) and at-risk children, birth to 3 years of age, and their
families.
|
ISBE Early Childhood Special Education
|
Children, 3 through 5 years of
age, with diagnosed/identified disabilities are eligible.
|
ISBE Title 1
|
District must be eligible to
receive Title I funding.
|
ISBE Even Start
|
Eligible families with child
under 7 years of age and at least one parent who is eligible for adult
education services or who is attending secondary school.
|
|
Parent Co-Pay
|
Head Start
Early Head Start
|
None
|
IDCFS Child Care
|
None
|
IDHS Child Care
|
Based on income and sliding fee
scale
|
IDHS Early Intervention
|
Based on a sliding fee scale
|
ISBE Preschool for All
|
None
|
ISBE Early Childhood Special Education
|
None
|
ISBE Title 1
|
None
|
ISBE Even Start
|
None
|
|
Child Age Range
|
Head Start
Early Head Start
|
Head Start: Age 3 to mandatory school
age
Early Head Start: Birth to age
3 and pregnant women
|
IDCFS Child Care
|
Birth to age 13; to age 21 if
developmentally disabled or otherwise in need of care
|
IDHS Child 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
|
IDHS Early Intervention
|
Birth to 3
|
ISBE Preschool for All
|
Birth to 5
|
ISBE Early Childhood Special Education
|
Ages 3 to 5
|
ISBE Title 1
|
Ages 3 to 5
|
ISBE Even Start
|
Birth through age 7; programs
must serve at least a 3-year age range
|
|
Child-Staff Ratio
|
Head Start
Early Head Start
|
Head Start, ages 3 to 5 years
– 8:1
Early Head Start, birth to age
3 – 4:1
|
IDCFS Child Care
|
Infants – 4:1, toddlers
– 5:1, age 2 – 8:1, ages 3 and 4 – 10:1,
Age 5 and up – 20:1
|
IDHS Child Care
|
Infants – 4:1, toddlers
– 5:1, age 2 – 8:1, ages 3 and 4 – 10:1,
ages 5 and up – 20:1
|
IDHS Early Intervention
|
Not applicable
|
ISBE Preschool for All
|
For classroom
activities, 1 teacher and 1 teacher assistant; ages 3 to 5 – 1:10
|
ISBE Early Childhood Special Education
|
1:5 – Certified teacher
1:10 – Certified teacher
and aide in an instructional ECSE classroom
|
ISBE Title 1
|
Varies by type of program being
operated but normally not over 5 at one time
|
ISBE Even Start
|
Varies by program and child
education service provider
|
|
Group Size
|
Head Start
Early Head Start
|
Head Start, age 3: 15-17; Head
Start, age 4: 15-17 (half day), 17-20 (full day)
Early Head Start, birth to 3: 8
|
IDCFS Child Care
|
Infants:12, toddlers:15, age 2:
16, age 3 and up: 20
|
IDHS Child Care
|
Infants:12, toddlers:15, age
2:16, age 3 and up: 20
|
IDHS Early Intervention
|
Not applicable
|
ISBE Preschool for All
|
For classroom activities, 1 teacher and 1 teacher
assistant; Ages 3 to 5 – 1:10
|
ISBE Early Childhood Special Education
|
In an instructional ECSE
classroom, certified teacher – 1:5; certified teacher plus an aide
– 1:10
|
ISBE Title 1
|
Varies but normally not over 5
|
ISBE Even Start
|
Varies by program and child
education service provider
|
|
Length Day/Year
|
Head Start
Early Head Start
|
4 days/week:128 days minimum or 5 days/week:160 days minimum
Half day: 3.5 to 6
hours; Full day: more than 6 hours
Migrant Seasonal Head Start:
N.A.
|
IDCFS Child Care
|
No requirement; five or more
hours is considered full day
|
IDHS Child Care
|
No requirement; five or more
hours is considered full day
|
IDHS Early Intervention
|
Full year
|
ISBE Preschool for All
|
Half day (minimum of 2 ½
hours); school year or 180 days per year
|
ISBE Early Childhood Special Education
|
Based on the individual needs
of the child
|
ISBE Title 1
|
Based upon the type of program
being operated
|
ISBE Even Start
|
Must be of sufficient duration
and intensity to make a significant change in the literacy level of the
family; programming provided year-round
|
|
Child Screening
|
Head Start
Early Head Start
|
Within 45 days of child’s
entry, screening must be completed in the areas of sensory, behavioral,
motor, social, language, cognitive, perceptual, and emotional development.
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 care, and mental health care.
|
IDCFS Child Care
|
The requirements include a
physical exam and immunizations prior to entry
|
IDHS Child Care
|
The requirements include a
physical exam and immunizations prior to entry
|
IDHS Early Intervention
|
Community-based screening to
assess a child’s developmental status prior to eligibility determination
|
ISBE Preschool for All
|
Children/families are required
to participate in a screening before program entry
|
ISBE Early Childhood Special Education
|
Local school districts are
required to do annual “mass” screening and ongoing screening.
|
ISBE Title 1
|
Local school districts are
required to do annual “mass” screening and ongoing screening.
|
|
Services for Children
with Disabilities/Special Needs
|
Head Start
Early Head Start
|
Inclusive services are
provided; at least 10% of each program’s enrollment must be made available
for children with disabilities/special needs.
|
IDCFS Child Care
|
Depends on provider
|
IDHS Child Care
|
Depends on provider
|
IDHS Early Intervention
|
Services are based on
individual needs of child and family.
|
ISBE Preschool for All
|
Serve children with
disabilities based on the decision of the IEP team
|
ISBE Early Childhood Special Education
|
All children must be determined
eligible for special education and related services by the school district
|
ISBE Title 1
|
Children with special needs
served based on appropriateness of services
|
ISBE Even Start
|
Services are provided and
children with special needs are also referred o other programs and services.
|
|
Curriculum
|
Head Start
Early Head Start
|
Programs must have a curriculum
that is consistent with philosophy and goals of the Head Start Program. Head
Start Performance Standards are based on sound child development principles
about how children grow and learn. Curriculum means a written plan that
includes goals for children’s development and learning, experiences through
which they will achieve these goals, what staff and parents do, and materials
needed.
|
IDCFS Child Care
|
Programs shall provide a
variety of activities geared to the age level and developmental needs of
children served.
|
IDHS Child Care
|
Programs shall provide a
variety of activities geared to the age level and developmental needs of
children served.
|
IDHS Early Intervention
|
Not applicable
|
ISBE Preschool for All
|
Preschool for All curricula
must be aligned with the Illinois Early Learning Standards, have a basis in
research, consider a child’s linguistic and cultural background, and consider
a wide range of children’s abilities, including those with IEPs.
|
ISBE Early Childhood Special Education
|
Not applicable
|
ISBE Title 1
|
Not applicable
|
ISBE Even Start
|
Instructional programs must be based
on scientifically based reading research for children and adults to the
extent such research is available.
|
|
Transition
|
Head Start
Early Head Start
|
Programs must establish and
maintain policies and procedures to support successful transitions for enrolled
children/families. Early Head Start transition planning must begin 6 months
prior to child’s 3rd birthday.
|
IDCFS Child Care
|
Programs should develop plans
with parental input that address the individual transitions for children
enrolled. Development of this plan shall involve both sending and receiving
staff.
|
IDHS Child Care
|
Programs should develop plans
with parental input that address the individual transitions for children
enrolled. Development of this plan shall involve both sending and receiving
staff.
|
IDHS Early Intervention
|
Activities aimed at
transitioning children from EI begin at 30 months of age by reviewing with
families their rights regarding transition, discussing Part B services or
other community options that may be available after age 3, and, if
applicable, initiating communication with the LEA. If a child is eligible for
Part B, a meeting is held when the child reaches 33 months. Children make the
transition from EI one day prior to their 3rd birthday.
|
ISBE Preschool for All
|
Programs are encouraged to
develop and implement horizontal and vertical transition plans for children
and families birth to age 5.
|
ISBE Early Childhood Special Education
|
Local school districts are
required to participate in transition meetings scheduled
By EI for children who are
receiving EI services and are turning 3 years of age.
|
ISBE Title 1
|
Not applicable
|
ISBE Even Start
|
Programs assist families to
make horizontal and vertical transitions including transitions to school,
further education/training, and employment.
|
Community
Involvement
|
Written
Agreements/Contracts
|
Head Start
Early Head Start
|
Programs are required to
initiate interagency agreements with local education agencies and other
community agencies within their service delivery area.
|
IDCFS Child Care
|
Not required
|
IDHS Child Care
|
Not required, but encouraged
|
IDHS Early Intervention
|
Local Interagency Councils (LICs) work with local education agencies and other
community organizations to develop transition agreements.
|
ISBE Preschool for All
|
Participating programs are
required to sign the Grant Agreement
and Certificate of Assurances. Some programs may have written agreements
or contracts with other agencies to provide a range of services.
|
ISBE Early Childhood Special Education
|
Not required
|
ISBE Title 1
|
School-parent contract required
|
ISBE Even Start
|
Programs may have written
agreements or contracts with other agencies to provide a range of services.
|
|
Referrals/Information
|
Head Start
Early Head Start
|
Agencies must work collaboratively
with participating parents to identify and continually access services that
are responsive to families’ interests and goals.
|
IDCFS Child Care
|
Not required
|
IDHS Child Care
|
Encouraged but not required
except for site-administered child care contractors who must refer families
to social service agencies as required or requested.
|
IDHS Early Intervention
|
Programs develop and maintain
collaborative relationships with primary referral sources, including child
care providers, social service agencies, physicians, and other health care
professionals.
|
ISBE Preschool for All
|
Programs are encouraged to
coordinate community collaboration efforts among organizations that provide
services to families with children age birth to 5.
|
ISBE Early Childhood Special Education
|
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.
|
ISBE Title 1
|
Child may be referred for
special education services with parent permission.
|
ISBE Even Start
|
Projects build a referral
network within the local community being served.
|
|
Collaboration/Partnerships
|
Head Start
Early Head Start
|
Staff must play an active role
in community planning to encourage open communication to improve service
delivery. Staff must take affirmative steps to establish an ongoing collaboration with providers of health,
mental health, nutrition, disabilities, family support, child protection, and
school services.
|
IDCFS Child
Care
|
Not required, but encouraged
|
IDHS Child Care
|
Not required, but encouraged
Providers who are receiving
funding from two or more public funding
sources to provide full-day/full-year services 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.
|
IDHS Early Intervention
|
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.
|
ISBE Preschool for All
|
Services and activities are
coordinated with other programs operating in the same service area.
Collaborations with local community agencies allow PFA programs to be
embedded in full-day early care and education programs.
|
ISBE Early Childhood Special Education
|
Varies by district
|
ISBE Title 1
|
Encouraged as a district option
|
ISBE Even Start
|
Partnerships, coordination, and
collaboration are the foundation of the program
|
Human
Resources
|
Minimum Staff
Qualifications
|
Head Start
Early Head Start
|
Agencies must
ensure that staff and consultants have the knowledge, skills, and experience
to perform their assigned duties. At least 50% of teachers must have an
associate’s degree. By 2013, 50% of teachers must have a bachelor’s degree and 50%
of assistant teachers must have a CDA.
|
IDCFS Child Care
|
Teachers: CDA/CCP
credential or 30 semester hours of college credit with 6 semester hours in child care or child development and 1 year experience.
Assistants: High
school diploma or GED
Directors: CDA/CCP credential, 12 semester hours
of college credit in child care or child development, and 2 years experience;
or 60 semester hours of college credit with 18 semester hours in child care
or child development
Family Child Care
Providers: None
|
IDHS Child Care
|
Same as for IDCFS
Child Care except for center-based programs participating in Quality Counts
QRS that requiring a percentage of staff qualifications to exceed licensing
requirements.
|
IDHS Early Intervention
|
Part C service providers must
meet minimum state licensure/certification and/or Part C EI credentialing
standards.
|
ISBE Preschool for All
|
All PFA teachers must have a
bachelor’s degree and hold a Type 04 certificate from the Illinois State
Board of Education. Noncertified staff assisting in the instruction of
children must have 30 hours of college credit.
|
ISBE Early Childhood Special Education
|
All teachers must be certified
in ECSE
|
ISBE Title 1
|
Staff must hold a valid
certificate for the position
|
ISBE Even Start
|
Instructional staff: associate
degree in a field related to early childhood, elementary or secondary
education, or adult education
Project Director: training
completed in the operation of a family literacy program
Paraprofessional: high school
diploma or GED
|
|
Staff Training
|
Head Start
Early Head Start
|
Staff training and development
includes: orientation, Head Start Program Performance Standards, and 15 hours
of annual in-service training.
|
IDCFS Child Care
|
Directors and child care staff must attend a minimum of 15 hours of annual
in-service training.
|
IDHS Child Care
|
CCR&R agencies provide
training and make professional development funds available to child care
staff. Gateways to Opportunity Scholarships are available for teaching staff
and directors to attain college credit, degrees, and all credentials
identified on the Gateways to Opportunity career lattice.
|
IDHS Early Intervention
|
All professionals receive
training on the Part C system. All service coordinators receive IFSP and
service coordination training within the first 90 days of employment. Both
must obtain 30 hours of continuing education as approved by IDHS.
Additionally, providers must participate in ongoing professional development
that includes a once-a-month, face-to-face meeting with peers.
|
ISBE Preschool for All
|
Staff receive
ongoing professional development through the Illinois Resource Center and STARnet. The Administrator’s Academy includes a track
providing information on early education for children, birth to age 8, and
their families.
|
ISBE Early Childhood Special Education
|
Staff participate in ISBE
trainings: STARnet, Choices, and the Autism
Project.
|
ISBE Title 1
|
Staff must participate in
ongoing professional development.
|
ISBE Even Start
|
Staff receive ongoing
professional development opportunities through the Even Start State
Leadership Project, the Adult Education Service Center Network, the Early
Childhood Professional Development Center, and the Illinois Family Literacy
Conference.
|
Quality
Assurance
|
Program Outcomes
|
Head Start
Early Head Start
|
Grantee and delegate agencies
must conduct annual self-assessment of their effectiveness and progress in
meeting program goals/objectives and in meeting federal regulations for
service implementation.
|
IDCFS Child Care
|
Development of child care
arrangements that provide families access to high-quality care and to ensure
children are cared for in a safe and healthy environment that meets their developmental needs.
|
IDHS Child Care
|
Development of child care
arrangements that provide low-income families access to affordable,
high-quality child care while they are working and/or participating in an
approved education/training activity
|
IDHS Early Intervention
|
Outcomes include: 1) Increase the development of infants and
toddlers with disabilities; 2) Reduce educational costs to the State; 3)
Reduce the incidence of institutionalization; 4) Enhance the ability of
families to meet the needs of their infants and toddlers with disabilities;
and 5) Support agencies throughout the state in meeting the needs of families
in underserved areas.
|
ISBE Preschool for All
|
Programs are required to
participate in data collection for research conducted by the Illinois State
Board of Education.
|
ISBE Early Childhood Special Education
|
Not applicable
|
ISBE Title 1
|
Programs are required to
conduct an assessment to determine if program
outcomes are being met.
|
ISBE Even Start
|
Local program data are
collected on 13 Illinois Even Start Performance Indicators, including the 6
legislated indicators (adult related and child related).
|
|
Child Outcomes
|
Head Start
Early Head Start
|
The agencies must focus on
assessment of specific indicators of literacy, numeracy, and language skills,
and implement and collect data on Child Outcomes Framework domains.
|
IDCFS Child Care
|
None
|
IDHS Child Care
|
None
|
IDHS Early Intervention
|
Child outcomes are developed,
and achievement toward those outcomes is measured individually through the
IFSP process.
|
ISBE Preschool for All
|
Evaluation of children and
family progress is supported through evidence-based authentic assessment
systems.
|
ISBE Early Childhood Special Education
|
The Illinois State Board of
Education Early Learning Standards and the Illinois State Board of Education
Early Childhood Outcomes System apply.
|
ISBE Title 1
|
Not applicable
|
ISBE Even Start
|
Local projects report data on
child outcomes that include language and emergent literacy, reading
readiness, reading on grade level, school attendance, and grade promotion.
|
|
|
