children and families most in need of services. Effective recruitment strategies are proposed that are likely to ensure that the maximum number of eligible children and families are enrolled in the program. currently being met by other programs. Proposal adequately describes criteria and indicators that will: Identify children and families who are eligible for the program, and Target those children and families most in need of services. The proposal must adequately describe the process that was used to determine the need for the program in the community in relation to other similar services that may be operating in the same geographic area; this description must list, to the extent known, the other services offered and an estimate of the number of children being served. community and how these services will meet needs not currently met by those programs. Proposal describes, in detail, criteria and indicators that have a strong likelihood of ensuring the program will: Identify children and families who are eligible for the program, and Target those children and families most in need of services. The proposal must comprehensively describe the process that was used to determine the need for the program in the community in relation to other similar services that may be operating in the same geographic area; this description must list, to the extent known, the other services offered and an estimate of the number of children being served. CRITERIA Does Not Meet Standard Meets Standard Exemplary Population to be Served Proposal Narrative Requirements Section: Population to be Served Attachment: 2B The proposal clearly indicates that the area to be served has a high number of children and families determined to be the most in need of the services provided by the Early Childhood Block Grant program, as The Population to be Served proposal does not describe a plan to enroll eligible population to be served by the early childhood initiatives or plan is inadequate. Few families with children from birth to 3; No procedure for outreach, identification and recruitment of families most at-risk. The proposal does not The Population to be Served proposal describes an adequate plan to enroll the eligible population to be served by the early childhood initiative. Adequate number of families with children from birth to 3; and Adequate procedures for outreach, identification and recruitment of families most The Population to be Served proposal describes multiple strategies to enroll the eligible population to be served by the early childhood initiative. Maximum number of families with children from birth to 3 including single or married parent(s) who are expecting their first child within three months or have no children
indicated by those children who because of their home and community environment are subject to such language, cultural, economic and like disadvantages to cause them to have been determined as a result of screening procedures to be at risk of academic failure. Statewide Statistics 2015 Low income rate 54.2% 2015 High school dropout rate 2.3% 2015 Chronic truancy rate 8.7% 2015 Mobility rate 12.0% 2015 Limited English Proficient rate 10.3% 2015 Annual average unemployment 5.9% 2013 Children birth to age five in poverty (FPL:100%) 22.4% 2015 Free and reduced lunch 54.2% 2014 Child abuse rate 7.6 per 1000 2013 Teen birth rate (mothers under the age of 20) 6.8% 2013 Infant mortality rate 6.0 per 1000 2013 Low birth weight babies (<2,500 grams) 8.3% address: How the eligible population will be recruited; The geographic area to be served; or The estimated number of children/families to be enrolled. at-risk. The proposal adequately describes: How the eligible population will be recruited; The geographic area to be served; and The estimated number of children/families to be enrolled. Describe the process that was used to determine the need for the program in the community in relation to other similar services that may be operating in the same geographic area; this description must list, to the extent known, the other services offered and an estimate of the number of children being served. other than a child less than 3 years of age; and Outreach and identification of families most at-risk, and recruitment that is proactive, reflects the cultural diversity of the community and uses multiple methods and strategies. The proposal clearly and comprehensively describes: How the eligible population will be recruited; The geographic area to be served; and The estimated number of children/families to be enrolled. Statement of Need Population to be Served Total Points Possible: 30 Possible Score: 0-18 Possible Score: 19-26 Possible Score: 27-30
nationally recognized accrediting organization (e.g., National Association for the Education of Young Children – NAEYC); All of the licensing standards of the for center-based child care; Implements an program model for parent/family education (as described for home visiting); Implements a research-based child-centered curriculum; Implements a research-based parent/family-centered curriculum; Implements the Standards of when applicable; and Accesses (CCAP) funding for child care services. Family Literacy Program does not describe how the program will access funds to provide alternative adult education. Proposal adequately describes how the parent activities and parent-child interactive activities will enhance the parent’s ability to support their child’s development and how the child activities will support child growth and development. Proposal adequately describes scheduling of programmatic activities that are of sufficient intensity and duration to make sustainable changes in a family including: Year-Round programming defined as PI funded programming 12 months of the year as defined by the program model when implemented with fidelity or Partial-Year programming defined as PI funded programming provided less than 12 months of the year as defined by the program model when implemented with fidelity (Why? What services will be offered during limited months of service? Duration of limited months of services? What months will limited services be offered?); Number, frequency, and duration of home visits; Number, frequency, and duration of groups (minimum monthly, may be parent-child interactions or parent workshops); A schedule of program activities is provided at least The proposal provides a detailed description of how the parent activities and parent-child interactive activities will enhance the parent’s ability to support their child’s development and how the child activities will support child growth and development. The proposal provides a detailed description of year-round scheduling of programmatic activities that are of sufficient intensity and duration to make sustainable changes in a family including: Year-Round programming defined as PI funded programming 12 months of the year as defined by the program model when implemented with fidelity; The program offers continuous programming for children and their families from the prenatal period to age three. Number, frequency, and duration of home visits; Number, frequency, and duration of groups (more than monthly, parent-child interactions or parent workshops); A schedule of program activities is provided more than quarterly; Schedules include evenings, weekends and summer programming; A description of the steps to
quarterly; A description of the steps to be taken to encourage families to participate regularly and remain in the Prevention Initiative program; A description of the toy/book lending library; A description of the parent lending library; A description of the newsletter components; Technology is only used for parent education; Proposal adequately describes the policies and procedures that guide PI programming, including but not limited to: Home visits and groups; An emergent literacy focus is observable in the activities, materials, and environment planned for the child. (Birth to Five Program Standard II.B.5) Ensuring there are no parent fees; and Reimbursement for transportation or child care to enable participation in parent activities (if applicable). Proposal adequately describes how these eight designated instructional areas are addressed: Child growth and development, including prenatal development; Childbirth and childcare; be taken to encourage families to participate regularly and remain in the Prevention Initiative program; A description of the toy/book lending library; A description of the parent lending library; A description of the newsletter components; Technology is only used for parent education; PI programming is offered to children, and their families from the prenatal period to age three; Transition from the PI program to a 3 to 5 program will begin when the child is 2 years, 6 months; The program provides PI services to both mothers and fathers equally, as applicable. The proposal provides a detailed description of the policies and procedures that guide PI programming, including but not limited to: Home visits and groups; Ratio of participants to staff is based on needs of families and research on best practice; An emergent literacy focus is observable in the activities, materials, and environment planned for the child. (Birth to Five Program Standard II.B.5)
Attachment: 5 Children’s developmental progress will be regularly monitored to inform instruction and to ensure identification of any developmental delays or disabilities. The proposed program and activities will sufficiently meet the identified needs of the population to be served and include child and parent activities designed to enhance child development, parent effectiveness and, ultimately, school readiness. Examples of broad-based screening instruments for children birth to age three: children’s development to inform instruction. Proposal does not describe how the child’s development will be communicated to parents. proposed developmental monitoring procedures (that require additional funding) to be used by the program. The proposal adequately describes both the methods and the sources of information that will be used to regularly monitor children’s development to inform instruction and the Individual Family Service Plan. The proposal adequately describes how the program will communicate with parents about their child’s development. The proposal adequately describes the policies and procedures to be used during and after developmental monitoring. These procedures include: Developmental screening (as appropriate for the age of the child), include: Vocabulary; Visual-motor integration; Language and speech development; English proficiency; Fine and gross motor skills; Social skills; Emotional development; and Cognitive development. The proposal adequately describes how developmental and/or educational progress is assessed and documented to ensure that the program proposed developmental monitoring procedures (that require additional funding) to be used by the program. The proposal describes in detail both the methods and the sources of information that will be used to regularly monitor children’s development to inform instruction and the Individual Family Service Plan. The proposal sufficiently describes how the program will communicate with parents about their child’s development. The proposal comprehensively describes the policies and procedures to be used during and after developmental monitoring. These procedures include: Developmental screening (as appropriate for the age of the child), include: Vocabulary; Visual-motor integration; Language and speech development; English proficiency; Fine and gross motor skills; Social skills; Emotional development; and Cognitive development. The proposal comprehensively describes how developmental and/or educational progress is
meets the needs of the child and provides a system whereby that child's parents are routinely advised of their child's progress. The research-based tool and procedures to assess progress must align with the Illinois Early Learning Guidelines. Research-based screening instrument(s) used for child developmental monitoring for every child three months or older then every six months thereafter; Referral and follow-up procedures to the local Child and Family Connections when diagnostic assessment is indicated; Vision and hearing screening using the child’s developmental screening instrument for every child three months or older then every six months thereafter; Child’s health history which includes well child visits and immunizations is completed at screening (if applicable) then annually thereafter; At least two forms of Authentic Assessment are being implemented; Program communicates all screening results; and Program partners with parents to observe the child’s development. assessed and documented to ensure that the program meets the needs of the child and provides a system whereby that child's parents are routinely advised of their child's progress. The research-based tool and procedures to assess progress must align with the Illinois Early Learning Guidelines. Research-based screening instrument(s) used for child developmental monitoring for every child three months or older then every six months thereafter; Referral and follow-up procedures to the local Child and Family Connections when diagnostic assessment is indicated; Program communicates all screening results; Vision and hearing screening using the child’s developmental screening instrument for every child three months or older then every six months thereafter; The program collects each child’s Vision screening results from each child’s physician or medical home when a child is six (6) months and annually thereafter. The program has procedures for completing hearing screens using an objective
CRITERIA DOES NOT Meet Standard MEETS STANDARD EXEMPLARY Individual Family Service Plan Proposal Narrative Requirements Section: Individual Family Service Plan Attachment: 6 Families will receive services that address their identified goals, strengths, and needs. The program partners with parents to develop an Individual Family Service Plan. The proposed program and activities will sufficiently meet the identified needs of the population to be served and include child and parent activities designed to enhance child development, parent effectiveness and, ultimately, school readiness. The Individual Family Service Plan proposal describes inadequate or minimal procedures for the development of individual family service plans The Individual Family Service Plan (IFSP) proposal provides an adequate description of the current Individual Family Service Plan procedures and the proposed Individual Family Service Plan procedures (that require additional funding) to be used by the program. The proposal describes adequate procedures for the development of individual family service plans. The IFSP processes include the following. The program has policies and procedures that guide implementation of an IFSP and Family Centered Assessment; The program provides a description of the published research-based Family Center Assessment (FCA) implemented; The FCA is initiated within 60 days of enrollment and is updated at least every six months; The program provides a clear description of the components of the IFSP; The program involves parents in the IFSP process; The IFSP is initiated within 60 days of enrollment and updated at least every six months. The Individual Family Service Plan proposal provides a detailed description of the current Individual Family Service Plan procedures and the proposed Individual Family Service Plan procedures (that require additional funding) to be used by the program. The proposal provides comprehensive detailed procedures for the development and implementation of individual family service plans. The IFSP processes include the following. The program has policies and procedures that guide implementation of an IFSP and Family Centered Assessment (FCA); The program provides a description of the FCA implemented; The FCA includes information regarding parenting, family relationships, education and employment, health and access to insurance and medical care, food security, and housing stability; The FCA contains items that assist staff with understanding families’ strengths, resources, and needs; The FCA is initiated within 60 days of enrollment and is updated at least every six
The community collaboration plan provides for effective linkages between parents and providers of education, welfare, health, and safety services. The family and community engagement plan includes: Orientation to the educational program; Opportunities for engagement in home-based and/or activities including, but not limited to, visit frequency, visit length, policies and procedures; Intensity of the activities and services offered, including home visits, groups, and case management; Provision for communication with parents about the program; Activities that emphasize and strengthen the parent(s) role as the child’s primary educator; and How families are engaged developing and implementing the program. The community collaboration plan addresses meeting the needs of young children and includes: Agreements made with Head Start, Early Head Start and other providers in the service area to coordinate on issues concerned with the education, welfare, health children and families. The community collaboration plan provides for effective linkages between parents and providers of education, welfare, health, and safety services. The family and community engagement plan provides comprehensive information about the program and includes: Orientation to the educational program; Opportunities for engagement in home-based and/or activities including, but not limited to, visit frequency, visit length, policies and procedures regarding implementation of programming, definition of completed home visit in the program, data collection, transition services, and evaluation activities; Intensity of the activities and services offered, including home visits, groups, and case management; Provision for communication with parents about the program including but not limited to the two-way communication tools; The program utilizes evaluation tools with the families and maintains data collection; Activities that emphasize and
Data Collection and Evaluation Proposal Narrative Requirements Section: Data Collection and Evaluation Attachment: 11 The evaluation will provide critical data and information that is used for continuous program improvement. The evaluation strategies include measurable outcomes for children and families that are designed to effectively gauge the success of the program and yield sufficient data that can be used to improve the program. The Evaluation proposal is an inadequate plan that does not evaluate progress toward successful implementation of the research-based program model and the Birth to Five Program Standards. The plan is not used to inform continuous program improvement. The Evaluation proposal provides an adequate description of the current process for data collection and evaluation and the proposed process for data collection and evaluation (that requires additional funding). The proposal describes an adequate plan for evaluation which includes a description of: A written framework that explains the program’s processes for evaluation and continuous quality; Framework provides data and information to be collected and the measures, methods, and processes to be used to evaluate all Prevention Initiative components (1-9); Self-assessment procedures to be used; Processes used to determine whether progress is being made toward successful implementation of the program model and the Illinois Birth to Three Program Standards; Processes used to determine progress that children and families are making toward their goals; Process by which the evaluation will be used to inform continuous program improvement. The continuous quality improvement plan; includes: The Evaluation proposal provides a detailed description of the current process for data collection and evaluation and the proposed process for data collection and evaluation (that requires additional funding). The proposal describes a comprehensive and detailed plan for a rigorous, objective, ongoing evaluation of program and staff which includes a description of: A written framework that explains the program’s for evaluation processes and continuous quality; Framework provides data and information to be collected and the measures, methods, and processes to be used to evaluate all Prevention Initiative components (1-9); Self-assessment procedures align with the PI program being implemented and the research-based program model chosen; Processes used to determine whether progress is being made toward successful implementation of the program model and the Illinois Birth to Three Program Standards; Process and measurable outcomes used to determine progress that children and families are making toward their goals; Regularly monitors children’s
incorporate the training into program delivery activities. Providing pre-service and training to meet the individual needs of the staff and the requirements of the chosen research-based program model or personnel; All areas of the written Professional Development Plan; Professional development plan is developed in collaboration with supervisor; Adequate administrative supervision is described; Adequate reflective supervision is described; The proposal must adequately describe how staff development activities are implemented and how the information will be used to inform the program’s staff development and continuous quality improvement efforts. Prevention Initiative program; Providing pre-service and training to meet the individual needs of the staff and the requirements of the chosen research-based program model or personnel; Regular and sufficient schedule for assessing staff development needs; All areas of the written Professional Development Plan; Professional development plan is developed in collaboration with supervisor; Sufficient regular administrative supervision is described; Sufficient regular reflective supervision is described; Professional development addresses understanding and overcoming barriers to equitable participation by families and children with special needs; Professional development is offered to all staff to maintain a current understanding of Best Practices and maintain compliance with the ISBE requirements as well as the research-based program model; and Staff is provided sufficient time for learning and implementing training ideas into program application.