Preschool for All Implementation Manual

Transcript

1 Preschool for All Implementation Manual November 201 7

2 Contents ... ... ... ... 5 Introduction ... ... ... ... ... 5 ISBE Position Statement ... ... ... ... ... ... ... 5 Law ... ... ... ... 5 Priority Populations ... ... ... ... ... ... 6 History ... ... ... ... Preschool for All Key Points ... 7 ... Acronym Glossary ... ... ... ... ... 9 ... ... ... 12 Recruitment, Enrollment & Records ... ... ... ... ... . 12 Child Find, Recruitment & Outreach Screening ... ... ... ... ... 12 ... ... ... ... ... 13 Initial Evaluations for Special Education Eligibility Criteria ... ... ... ... ... 13 Residenc y ... ... ... ... ... ... 14 ... ... ... ... ... 14 Age ... ... ... ... ... ... 14 Birth Certificates Homeless Status ... ... ... ... 15 ... Child Welfare Involvement ... ... ... ... ... 16 Immi grants or Refugees ... ... ... ... ... 16 Children’s Records ... ... ... ... 16 ... Additional Resources ... ... ... ... ... 17 Children with Disabilities ... ... ... ... ... 18 ... Recommended Practices ... ... ... ... 1 8 Initial Eligibility ... ... ... ... ... .. 18 ... Inclusion ... ... ... ... ... 18 Educational Environment Codes ... ... ... ... 19 ... ... ... ... ... 19 Early Childhood Outcomes System ... ... ... ... ... 20 ... Additional Resources ... ... ... ... English Lear 21 ners ... ... ... ... ... 21 Identification and ELP Screening of EL Students ... ... ... ... ... 22 Establishment of Programs ram Models ... ... ... ... ... 22 Prog ... ... ... ... 23 Parent Notification ... ... ... ... ... ... 23 EL Teacher Certification TBE/TPI Program Director ... ... ... ... 23 ... ... Kind ... ... ... ... 24 ergarten Placement Professional Development ... ... ... ... ... 24 Program Funding ... ... ... ... 24 ... ... Resources ... ... ... ... 24 Additional ... ... ... ... 25 The Early Learning Environment Physical Environment ... ... ... ... 25 ... Interest Centers ... ... ... ... . 25 ... Sample Classroom Floor Plan ... ... ... ... ... 28 Gross Motor Environment ... ... ... ... 29 ... ... Additi ... ... ... ... 29 onal Resources Schedule ... ... ... ... ... .. 30 Schedule Components ... ... ... ... ... 30 ... ... ... ... ... 31 Sample Daily Schedules 32 Additional Resources ... ... ... ... ... 2

3 Early Learning Curriculum & As sessment ... ... ... ... 33 ... ... ... 33 Best Practices for the PFA Classroom ... ... ... ... ... ... 34 ... Field Trips ... ... ... ... ... Assessment 34 ... ... ... ... ... ... 35 Portfolios ... ... ... ... ... ... ... 35 Lesson Plans Common Core and IELDS ... ... ... ... 36 ... ... ... ... ... ... 36 Technology ... es ... ... ... ... ... 36 Additional Resourc Social Emotional Learning ... ... ... ... 37 ... ... SEL Instruction ... ... ... ... ... 37 The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) P yramid Model ... 37 Relationships ... ... ... ... ... 38 ... ... ... ... ... 38 Positive Behavior ... ... ... ... ... ... 38 Expulsion and Suspension Additional Resources ... ... ... ... 39 ... Transition Plans ... ... ... ... ... 40 Transitioning into Preschool ... ... ... ... ... 41 Transitioning into Kindergarten ... ... ... ... 42 ... ... ... ... Individualized Transition Plans ... 42 ... ... ... ... 43 Collaboration between Prekindergarten and Kindergarten Teachers Additional Resources ... ... ... ... ... 43 Parent & Family Involvement ... ... ... ... ... 44 Communication ... ... ... ... ... . 44 ... Defining Family Involvement ... ... ... ... 44 Engaging Families ... ... ... ... 44 ... ... ... ... 45 ISBE Family Engagement Framework: ... ... ... ... ... 45 ... Indicators of Family Involvement ... ... ... ... ... Family Involvement Records 46 ditional Resources ... ... ... ... 46 Ad ... ... ... ... ... ... 47 Community Collaboration ... ... ... ... ... 47 Memorandum of Understanding ... ... ... ... ... 48 Collaboration ... s Development ... ... ... ... ... 48 Community System Additional Resources ... ... ... ... 48 ... Personnel ... ... ... ... ... 49 Professional Staff ... ... ... ... ... 49 Special Ed ucation ... ... ... ... ... 49 ... ... ... ... 49 English Learner Licensure ... ... ... ... ... ... 50 TBE/TPI Program Director Noncertified Staff ... ... ... ... 50 ... ... ... ... ... 50 Parent Program Noncertified Personnel Administrators ... ... ... ... ... .. 50 Sample Job Descriptions ... ... ... ... 51 ... Additional Resources ... ... ... ... ... 53 Professional Development ... ... ... ... ... 54 Professional Development Resources ... ... ... 54 ... Additional Resources ... ... ... ... ... 55 Budget, Financial and Reporting ... ... ... ... 56 56 Illinois State Board of Education Web Application System ... ... ... 3

4 Project Timeline ... ... ... ... 56 ... ... ... ... ... 56 Joint Agreement/Cooperatives ... ... ... ... ... 56 ... Licensed Sites or Exempt Sites ... ... ... ... Budget 56 Considerations ... ... ... ... ... 57 Supplement vs. Supplant ... ... ... ... Budget Detail Page ... 57 ... Payment Schedule ... ... ... ... ... 60 ... ... ... ... 60 Expenditure Reports ... ... ... ... ... Excess Cash on Hand 61 ... Final Expenditure Reports ... ... ... ... 61 ... Carryover/Return of Funds ... ... ... ... ... 62 Amendments ... ... ... ... ... 62 ... ... ... ... ... 62 Outstanding Obligations ... ... ... ... ... ... 62 Requests for Additional Funding Record Retention ... ... ... ... 63 ... Financial Audit/Monitoring ... ... ... ... ... 63 Student Information System: Early Childhood Data ... ... ... ... 63 Data Elements ... ... ... ... ... 64 ... ... ... ... ... ... 64 Student Health Data Employment Information System ... ... ... ... ... 65 ... Program Accountability ... ... ... ... 66 66 Tips for Compliance Monitoring ... ... ... ... ... Initial Continuous Quality Improvement Plan ... ... 66 ... ... . Up CQIP ... ... ... ... ... 67 - Follow ... ... ... ... ... Coaching 67 ... - ... ... ... Evaluation ... 68 Program Self ... ... ... ... ... ... 68 ExceleRate Information Additional Resources ... ... ... 69 ... ... ... ... ... ... 70 Preschool Expansion Grant ... ... ... ... ... ... ... 70 Requirements ... ... ... ... 72 ... Active Recruitment 73 ... ... ... ... ... .. Priority Factors Documentatio n/evidence of priority selection factors ... ... ... ... 73 Waiting List ... ... ... ... ... 74 ... .. ... ... ... ... 74 Reserving Slots ... ... ... ... Establishing Referral Relationships ... 74 ... Comprehensive Family Services ... ... ... ... 75 ... Family Engagement ... ... ... ... ... 76 ... Staffing ... ... ... ... ... 77 Salary Parity ... ... ... ... ... ... 77 Sample Schedule ... ... ... ... ... 77 ... ... ... ... ... 78 Additional Resources Preschoo l for All Implementation Manual Evaluation ... ... ... 79 4

5 Introduction ISBE Position Statement : Early Childhood Care and Early Childhood Education Position Statement Adopted January 20, 2000 when The State Board of Education believes that the success of all Illinois children can be significantly enhanced children participate in early childhood programs and services. For the purposed of the Prevention Initiative, Preschool for All, and Preschool for All Expansion programs, 8 years of age. Appropriate early early childhood is defined as the period in a child's life from birth through , and services are defined as those that : childhood programs, practices are grounded up on research - based knowledge about child development;   promote the child's emotional, physical, mental, and social well - being; and  ort nurturing families. supp and support early is actively committed to develop, deliver The Illinois State Board of Education (ISBE) , childhood programs, practices , and services that will enable all children to be successful students and responsible citizens . ISBE believes the following commitments are essential in supporting the development of the whole child : 1) Emphasize the need for high - quality early experiences that reflect research and knowledge on program quality and outcomes across the developmental pe riod of birth through age 8. Encourage Illinois public schools to create coherent early learning systems that minimize major 2) transitions for children and provide stable, consistent educational experiences for young children, ages 3 through 8 years. 3) prekindergarten programs available for all Illinois children identified as at risk of academic failure Make - - risk students and actively seek their participation. Support the provision of full day prekindergarten for at . who need additional educational experiences Support the availability of full - day kindergarten programs for all Illinois children. 4) 5) Collaborate with families and relevant social service providers to provide early identification of and response to educational risk factors among children from birth through 3 years of age. 6) Collaborate with families, community organizations, child care organizations, Head Start, and other state agencies to meet the physical, mental, social, and emotional needs of young children, including their physical care and prot ection; share resources, services, and accountability. 7) Emphasize the quality of instructional staff and leadership for early childhood programs in Illinois. Law ISBE is committed to supporting early childhood education to ensure that all Illinois children develop a strong - - 3.71 of the School Code (105 ILCS 5/2 - 3.71) to foundation for learning. Public Act 096 0948 amends Section 2 asis. The PFA program establish the Preschool for All (PFA) program to be administered on a competitive b elationship among early childhood education, parenting education and involvement, and future emphasizes the r success in school. Priority Populations In awarding PFA grants, ISBE shall address two legislatively mandated priorities:  The first priority in awarding grants m ust be given to applicants that propose to serve primarily children who have been identified as being at risk of academic failure. At - risk children are those who, because of their home and community environment, are subject to such language, cultural, econ omic, and like disadvantages. They have been determined, as a result of screening procedures, to be at risk of academic failure. A disproportionate share of all children considered to be at risk come from low - income families, amilies, homeless families, families where English is not the primary income working f including low - language spoken in the home, or families where one or both parents are teenagers or have not completed 5

6 high school. However, neither a child’s membership in a certain group nor a child’s family situation should determine whether that child is at risk. The second priority in awarding grants must be given to applicants proposing to serve primarily children  cally in the Federal whose family’s income is less than four times the poverty guidelines updated periodi Register by the U.S. Department of Health and Human Services under the authority of 42 U.S.C. 9902(2) . T he successful applicant must collect evidence of family income level for each child whose participation ncome . is based on the family’s i For purposes of the PFA grant, “programs serving primarily at risk children” are defined as those programs that: - Have 80 percent or more of the enrolled children identified as at risk; prioritize at  risk students over non - - at - risk students when making enrollment decisions; and have taken specific, proactive measures to ensure that parents of potentially at - risk children in the community are aware of the opportunity for preschool education through the program. History The Prekindergarten Program for Children at Risk of Academic Failure began with the 1985 School Reform - 316 and had an effective date of July 18, 1985. (105 ILCS 5/2 legislation through Public Act 86 3.71) -  $9 million in grants for services  $3.1 million in grants for screening The Early Childhood Model Parental Training Program was established with Public Act 85 1046 and became - effective July 13, 1988 (105 ILCS 5/2 - 3.71a) . After July 1, 2006, any parental training services funded pursuant to this Section on the effective date o f this amendatory Act of the 94th General Assembly shall continue to be funded pursuant to this Section, subject to appropriation and the meeting of program standards. Any additional parental training services must be funded, subject to appropriation, thro ugh preschool education grants pursuant to - subdivision (4) of subsection (a) of Section 2 3.71 of this ode for families with children ages 3 to 5 and through C prevention initiative grants pursuant to subsection (b) of Section 2 - ing families and 3.89 of this Code for expect those with children from birth to 3 years of age. Prevention Initiative was established with Public Act 85 - 1046 and became effective July 13, 1988. (105 ILCS - 3.89) Public Act 94 - 0506, which stated that grantees would conduct intensive, research - based, and comprehensive 5/2 - prevention services for expecting parents and families with children from birth to age 3 who are at became risk of academic failure, effective July 1, 2005. hood Block Grant (ECBG) in 1998 with Public Act 88 - The three programs were combined into the Early Child 555. (105 ILCS 5/1C - 2) From 1998 to 2003, 8 percent of ECBG funding was to be used for programs serving children 0 to 3. Through Public Act 93 0396 effective July 29, 2003, the percentage increased to 11 percent. Through Public Act 096 - 0423 - effective August 13, 2009, the percentage was to increase to at least 20 percent by fiscal year 2015. Public Act 98 - 0645 provides that not less than 14 percent (instead of 11 percent) of the Early Childhood Education Block Grant shall be used to fund programs for children ages 0 - 3, which percentage shall increase to at least 20 percent by fiscal year 2016 (instead of 2015). Effective July 1, 2014. 94 - 1054 and became effective for two The Preschool for All Children program was established with Public Act years on July 25, 2006. In 2008, the sunset was extended to 2010. Through Public Act 96 - 0948 effective June 25, 2010, the Preschool for All Children program was extended by removing the date res trictions of July 1, 20 06, through June 30, 2010. (105 ILCS 5/2 - 3.71) Link to the Illinois School Code (105 ILCS 5/) http://www.ilga.gov/legislation/ilcs/ilcs3.asp?ActID=1005&ChapAct=105%26nbsp%3BILCS%26nbsp%3B5%2F &ChapterID=17&ChapterName=SCHOOLS&ActName=School+Code 6

7 Link to the administrative rules for the Early Childhood Block Grant (23 Illinois Administrative C ode 235) Subchapter f, Part 235 https://www.isbe.net/Documents/235ARK.pdf Preschool for All Key Points - quality preschool program that will enhance the development of young children. The sections below describe a high ) Preschool for All ( PFA offers an appropriate educational program for children who are eligible to participate, as an overview of requirements the PFA program must determined by the screening process. This section consists of meet, which will be explained in further detail in subsequent sections: Recruitment, Enrollment and Records o - round process to ensure the program is continually Recruitment and outreach should be a year ing out to and/or underserved populations. reach unserved o f iscal y ear, Programs are expected to maintain total enrollment consistent with their current approved PFA grant. o Programs are required to serve all children identified as being at risk of academic failur e before enrolling other children. A waiting list system is utilized when maximum program enrollment is reached. o The PFA program is for children ages 3 through 5 who are not age eligible for kindergarten (i.e., age 5 on or before September 1 of the school year in which the early childhood program is to be - implemented) and who are determined by multiple weighted at risk factors. o PFA eligibility criteria may not discriminate against children who are not toilet trained. https://www.isbe.net/Documents/235ARK.pdf o Student records should be kept intact in a secure place and may be in electronic or hard copy format. Children with Disabilities o The goal for local school districts/public schools, academies, and agencies should be to provide high - quality preschool experiences for all preschool - age children, including children with disabilities, in the least restrictive environment. o Local Education Agencies (LEAs) must ensur e that children who receive early intervention S services before they turn 3 and who will receive E arly C hildhood E pecial ducation (ECSE) services Individual Education Plan ( IEP ) experience a smooth and effective transition and have an Individualized Fam developed and being implemented by their third birthday [34 or ily Service Plan CFR 300.124]. English Learners Programs must administer a Home Language Survey for all ch ildren who come from a language o background other than English. English Language Learning program based on the needs and o Programs must offer an appropriate population of their students. o By July 1, 2016, preschool teachers who provide native language/ Engli sh as a Second Language ( ESL ) instruction to English learner ( EL ) students must also hold the ESL or bilingual endorsement that corresponds with the teaching assignment. The Early Learning Environment Classrooms utilize multi - age grouping, with the exception of classrooms funded by the Preschool o Expansion grant. It is the expectation of ISBE that the PFA program have a safe and healthy environment that o provides appropriate and well - maintained indoor a nd outdoor physical spaces. o ISBE expects each PFA classroom to serve 20 children, excluding PFA ECSE and Head Start children unless Illinois Department of Children and Family Services guidelines restrict the number , of children allowed in the PFA classroom due to square footage limitations.  The staff - child ratio for each classroom must not exceed one adult to 10 children, and no more than 20 children can be served in a single classroom per session. cipate in the program Provisions are made for children with disabilities to parti . No more than  7

8 30 of the children in a PFA classroom may have an IEP, not including speech - only percent IEPs. Scheduling - Scheduling guidelines are based on - ECERS Early Childhood Environment Rating Scale 3 ) o Revised ( recommendations. o daily schedule needs to include a balance of large group, small group, and individual activities. The he program meets a minimum of two and a half hours each day, five days a week. o T o and follow the local district calendar, with children in attendance a Start and end dates are identified minimum of 165 days.  Any days beyond 165 in the district calendar may be used for parent/guardian conferences, home visits, and professional development OR attendance days. rict has regular weekly or monthly planning dismissal times that affect the PFA  If the dist weekly class time, district must ensure weekly class time overall equals at least 12.5 hours per week (412 hours per school year). o The program schedule should allow staff to assist families and children who need help with toilet learning. o An appropriate, nutritious snack is provided for participating children in a half - day program, regardless if a meal is served. Full day programs must provide a meal and a snack . - Early L earning Curriculum and Assessment o The curriculum and instructional practices are aligned with the Illinois Early Learning and Development Standards (IELDS). (NOTE: The approved cu rricula for ExceleRate are aligned with IELDS ; however , they may not meet all requirements of PFA.) o - based authentic assessment system is used to determine the educational program for each A research child. Portfolio collections should be representative of the work done by the student illustrating his/her o progress over time. o Teacher lesson plans reflect individualization for students and connect to the IELDS or curriculum standards. Social Emotional Learning Identifying and talking about feelings is crit ical to a preschooler's social o emotional development, contributing to positive social interactions and a predictor of school success. ial and emotional development. o Building relationships is an important component of soc Transition Plans o o Teachers and administrators should play a vital role in assisting children and families through the transition process by planning ahead and working together. o Successful transitions engage parents and teachers in developing the transition team, focusing on strengths to identify goals and challenges, sharing information between families and the sending and receiving programs, preparing the child for change, monitoring child and family experiences, and evaluating the transition process. Building the bridge between prekindergarten and kindergarten is essential to our youngest learners o and their families. Parent & Family Involvement o No fees may be charged to children or parents/guardians who are enrolled and participate in PFA programs. Programs are not allowe d to charge fees for field trips, snacks, registration, supplies, and materials, etc. nor are families to be asked to bring supplies or snacks. o A system should exist to facilitate ongoing, two - way communication between school and home on at least a weekly basis, daily if needed. o Programs must provide and document opportunities for parent education and involvement as well as have a system for ongoing, two - way communication with parents and guardians. o Programs should develop a system for tracking the leve l of parent engagement/family involvement in their program. Community Collaboration 8

9 o p rograms should work toward building relationships with other community service providers PFA rstanding of each and develop formal agreements that will clarify and strengthen the mutual unde entity’s roles and responsibilities. PFA grantees must have a MOU ) with the local Head Start Memorandum of Understanding ( o agency. Educator Licensure Requirements o PFA teacher holds a current, registered Professional Educator License (PEL) with Early Childhood Education (ECE) endorsement. o ECSE blended classroom teacher has current PEL with ECE endorsement and ECSE PFA/ approval unless itinerant services are provided per the IEP. o PFA classroom assistant holds current, registered Paraprofessional Approval. Professional Development & Program Improvement Programs are required to have o professional development plan for all staff members a written (teachers, parapro fessionals, and parent coordinators). o ISBE has collaborations with several statewide professional development providers. Budget, Financial, and Reporting PFA grant applications are created each fiscal year in ( IWAS). ISBE Web Application System o The budget detail page is to be used to indicate itemization and descriptions of budget expenses o that are to be listed and identified within the proper function code/object code. This page also m. indicates the current fiscal year’s allotment of funds for the PFA progra The provision of most federal and state funded programs provides that only supplemental costs o may be charged. o The budget should specify no more than 5 percent of the total grant award used for administrative and general expenses not directly attributed to program activities. o All payment requests should be based on the projected date of expenditures. o Programs must submit quarterly expenditure reports to reflect the progress of the grant program. o All amendments must be submitted in IWAS and are due to ISBE 30 days prior to the project end date. o All PFA programs are required to enroll all students attending any preschool program, including those with speech only IEPs. o Immunization/health examinations are required of all children - PreK 12. Program Accountability Monitoring visits are typically conducted on a three year basis. o - rogram The visit consists of two parts, which include classroom observations using - 3 a p ECERS o and ISBE Early Childhood Block Grant 3 - 5 Compliance Checklist . compliance assessment using o PFA sites located in a school - based setting are awarded an ExceleRate Circle of Quality based on its Compliance and ECERS 3 scores obtained during regular monitoring visits. - Preschool Expansion Grant The Preschool Expansion Grant (PEG ) o is federally funded with a goal to expand access to full - day early childhood education and comprehensive services to the most at - risk 4 - year - olds in their communities. - risk 4 - year - olds o Eligibility includes the most at . o Comprehensive services may include mental health and dental services, family support referrals, and parent education. Acronym Glossary AOK All our Kids APR Annual Performance Report CACFP Child and Adult Care Food Program CCAP Child Care Assistance Program CCSS Common Core State Standards Child and Family Connections Office CFC 9

10 CQIP Continuous Quality Improvement Plan Center on the Social and Emotional Foundations for Early Learning CSEFEL Family Services DCFS Department of Children and Division of Early Childhood DEC Early Childhood Block Grant ECBG ECCPD Early Childhood Center of Professional Development Early Childhood Education ECE - R Early Childhood Environment Rating Scale - Revised ECERS - Early Childhood Environmental Rating Scale - 3 ECERS 3 Early Childhood Outcomes ECO ECOS Early Childhood Outcomes System Early Childhood Special Education ECSE EE Educational Environment EI Early Intervention Employment Information System EIS English Learner EL ELP English Language Proficiency ESL English as a Second Language FACTS Funding and Child Tracking System FERPA Family Educational Rights and Privacy Act Federal Poverty Level FPL FRIS Financial Reimbursement Information System GED General Education Diploma HLS Home Language Survey HS Head Start IDEA Individuals with Disabilities Education Act IDPH Illinois Department of Public H ealth Illinois Early Childhood Asset Map IECAM Illinois Early Learning Project IEL IELDS Illinois Early Learning and Development Standards IEP Individualized Education Plan Illinois State Board of Education ISBE IWAS ISBE Web Application System LEA Local Education Agency MIECHV Maternal, Infant, and Early Childhood Home Visiting Memorandum of Understanding MOU NAEYC National Association of the Education of Young Children NSLP National School Lunch Program OSEP U.S. Department of Education Office of Special Education Programs PD Professional Development Preschool Development Grant PDG PEG Preschool Expansion Grant Professional Educator License PEL PF Preschool for All A Request for Proposals RFP ROE Regional Offices of Education SEL Social Emotional Learnin g Student Identifier SID SIS Student Information System SMP Special Milk Program SNAP Supplemental Nutrition Assistance Program State Performance Plan SPP 10

11 SSI Supplemental Security Income Temporary Assistance for Needy Families TANF Transitional Bilingual Education TBE TPI Transitional Program Instruction TRS Teacher Retirement System Women, Infants, and Children WIC 11

12 Recruitment, Enrollment & Records Child Find, Recruitment & Outreach round process to ensure the Preschool fo r All (PFA) Recruitment and outreach should be a year - program is continually reaching out to unserved and/or underserved populations. The targeted populations may change from year to year depending on the dynamics of the community in which the program or site is located. Recruitment activities and strategies must adapt to ensure the agency stays connected to the community. The recruitment and should include the local Head Start (HS) agency and all area early childhood programs. Programs outreach activities e prepared to assist families in should b completing an application during recruitment and outreach efforts. f Programs are expected to maintain total enrollment consistent with their current y ear, approved PFA grant. iscal , but are not limited to: Recruitment and outreach strategies may include M ● onitor waiting lists. The waiting lists are a good indication of the effectiveness of the recruitment activities and can help to better plan the location of classrooms, programs , and services in order to ensure full enrollment is achieved and maintained. Regional Office of Education/Intermediate Service Center ● Focus on recruiting homeless families. Contact and/or School District Homeless Liaison Lead Area Homeless Liaison local shelters, community - based organizations , and local churches that are offering services to homeless families and develop partnerships with them. ● Identify and recruit underserved communities/population s (e.g., families experiencing homelessness, families utilizing transitional housing, families that may be undocumented, families that are experiencing poverty or severe poverty, children in the Illinois Department of Child and Family Services (DCFS) system or foster care system, intact families receiving services from DCFS , children with disabilities, etc.). Develop informational fliers and brochures and disseminate to all agencies and community providers working with these populations. Build relationships with community organizations that work with targeted populations such as Easter ● Special Education, Special Education co - Seals ; Child and Family Connections ; Early Inte rvention (EI); ops, etc.; and Early HS programs; DCFS and foster care agencies; Public Health Departments ; Special HS Supplemental Nutrition Program for Women, Infants, and Children (WIC) offices ; etc. ● Formalize rela tionships by developing Memoranda of Understanding (MOU) specifically to define the referral system and follow up procedures. - ● Conduct community outreach by participating in and setting up a display at local community events such as health fairs, job fairs , church, etc. ● Contact local elementary schools and/or childcare centers and participate in events held throughout the school night, open house, fairs year, such as back - to - , and other events. ● ool or childcare centers. Send home fliers with children enrolled in local elementary sch income housing, libraries, post offices, hospitals, - ● Display advertisements at local health departments, low and area health fairs community mental health agencies, laundromats, grocery stores, and doctors’ offices, and festivals. ● Place advertisements in the local newspapers and other local publications. ● Conduct door - to - door recruitment activities. Screening The goal of screening is to identify and serve Illinois’ neediest children. Programs must develop procedures to screen all children and their families to determine their need for services. Screening should be conducted on a community - wide basis and be deve loped and implemented with cooperation among programs serving young children in the community (e.g., public schools, child care providers, special education cooperatives, HS , Prevention , Child and Family Connections, and Child Find). Initiative, EI 12

13 The screening process includes a quickly administered research based screening tool that identifies children needing - further assessment/evaluation or identifies participants for a given program. A comprehensive PFA screening process includes the following: Wri and a copy of the signed ● tten parental/guardian permission for the screening must be obtained consent should be maintained in the child’s PFA record. ● a research - based screening instrumen t Criteria will be used to determine at what point performance on cates a child is at risk of academic failure. In addition, the team must assess other environmental, indi economic, and demographic information that may contribute to the likelihood that a child i s at risk for academic failure. All screening instruments and act ivities must relate to and measure a child’s development in these specific ● areas: (1) vocabulary, (2) visual motor integration, (3) language and speech development, (4) English - proficiency, (5) fine motor skills (6) gross motor skills, (7) social skills, a nd (8) cognitive development. ● All screening procedures must include a paren t/guardian interview (to be conducted in the parents’ home/native language, if necessary). This interview should be designed to obtain a summary of the child’s health history and so cial development and may include questions about the parents’ education level, , and if applicable, the number of employment, income and age, the number of children in the household - age siblings experiencing academic difficulty. school Vision and hearing sc reening tests shall be conducted in accordance with the Illinois Department of ● Public Health’s (IDPH) rules titled Hearing Screening ( 77 Ill. Adm. Code 675 ) and Vision Screening ( 77 Ill. Adm. Code 685). ● The PFA teaching staff should be involved in the screening process. ● Results of the screening are to be shared with the parent(s)/guardian(s) during an exit interview. Evidence of the exit interview should be placed in the student’s record . ● The screening results should also be maintained in the child’s temporary record and made available to the teaching staff for review. Based Screening Instruments Examples of Research - : ● & Stages Questionnaire (ASQ) Ages AGS Early Screening Profiles ● Battelle Developmental Inventory (BDI) ● Brigance Screens ● Comprehensive Identification Process (CIP) Screen ● ● Denver Developmental Screening II Third Edition or Fourth the Assessment of Learning – ● Developmental Indicators for Edition (Dial 3, Dial - 4) - ● Early Screening Inventory (ESI - R or ESI - P) ● est for Evaluating Preschoolers (First STEP) First Screening T (Additional screening instruments may meet the requirements not included in this list of examples .) n Initial Evaluations for Special Educatio When a child who may be eligible for special education and related services is identified through screening or referral, an initial evaluation may be warranted. Eligibility Criteria The PFA program is for children ages 3 through 5 who are not age eligible for kindergarten (i.e., age 5 on or before September 1 of the school year in which the early childhood program is to be implemented) and who are determined by multiple weighted at - risk factors. Students with an Individual Education Plan ( IEP ) who are age eligible for kindergarten can a ttend a PFA program if the IEP team decides it is appropriate. Eligibility requirements are based on local need to identify children at risk of academic failure. At - risk children are those who, because of their home and community environment, are subject t o such language, cultural, economic, and like of academic failure. A disproportionate share of all children considered to be at risk disadvantages to be at risk 13

14 come from low - - income working families, homeless families, famili es where English income families, including low is not the primary language spoken in the home, or families where one or both parents are teenagers or have not completed high school. or meet homeless criteria are prioritized as most at Children who are youth in care risk on the weighted eligibility criteria. Eligibility criteria may also be established for PFA to meet the needs of the program and community. Please note : ograms should use a weighted PFA eligibility criteria may not discriminate against children not toilet trained. Pr eligibility checklist that includes local risk factors and a scoring system to identify each child’s risk factors, creating a prioritized list for enrollment. The priority for enrollment must be children identified most based on at risk A ) ( ) ( scores on the weighted eligibility checklist. [23 Ill. Adm. Code 235.30(b) (c) and 235.20 (c ) ( 4) and 235.50(a - 1 C)] and ISBE policy] PFA programs should include what research has shown are effective eligibility practices :  - risk factors to determine eligibility are agreed upon by all partners The at The at - risk factors used for program eligibility are based upon the risk factors present in the community   The most at - risk children/families, those exhibiting the greatest number of at - risk f actors as determined by the eligibility criteria, are given priority for enrollment in the program ISBE’s sample Weighted Eligibility Form may be used. Residency All children who attend a state - funded Illinois PFA program must live in Illinois and be eligible to attend Illinois public schools. A child who lives in a bordering state is not eligible to attend an Illinois PFA program even if their parent travels int o the state daily for work. The PFA program does not require district residency. A district may collaborate with neighboring - districts to fill its PFA slots with PFA eligible children. Age - age - eligible for kindergarten (i.e., age 5 on or PFA programs must serve only 3 5 year old children who are not before September 1 of the school year in which the PFA program is implemented) unless determined by the IEP A c opy of t he birth certificate must be kept in the child’s record for monitoring purposes. Only the most team. at - who turn 3 after the September 1 deadline should be enrolled on their third birthday. A copy of a risk children child’s age eligibility. Homeless children may not have a copy of a legal birth legal birth certificate may document a certificate available. Other documentation , including a letter from shelter staff, a letter from a homeless liaison, a hospital birth certificate, medical records, baptismal ce rtificates , or a statement signed by the parent or guardian , should be acceptable for homeless families. Birth Certificates The purpose of requiring a certified copy of the child’s birth certificate is to ensure that the student has not been missing child. listed as a Although it can be used to verify age and gender of a child, it is not a document designed to verify residency for school enrollment purposes. According to the Missing Children Records Act [325 ILCS 50/5], a pupil must provide a certified copy of his/her birth certificate to the school district within thirty (30) days of enrollment. If a birth certificate is unavailable, the parent may present other relia y ble proof of the child’s identit an d age, supported by a sworn statement explaining why the birth certificate is not available. Other reliable proof of the child's identity and age shall include a passport, visa , or other governmental documentation of the child's identity. If the student wa s not born in the United States , the school must accept birth certificates or other reliable proof from a foreign government. Upon failure to comply, the school or other entity shall immediately notify the local law enforcement agency of [325 as 10 additional days to comply such failure, and shall notify the person enrolling the child in writing that he h 14

15 ILCS 50/5]. There is no basis in law to exclude a student for failure to produce a birth certificate or other proof even if the parent fails to provide s uch proof after the 10 additional days. Homeless Status ISBE considers the school enrollment, attendance , and success of homeless children and youth throughout Illinois as a high priority. It is the policy of ISBE that every homeless child and youth be sensitively identified as required by McKinney - Vento Homeless Assistance Act (McKinney the federal Vento ) , 42 U.S.C. § 11431 et seq., that every - such child or youth be enrolled in and at tend the appropriate school on every school day, and that school admission for such children and youth be immediate and be handled sensitively and in a child - and family - centered manner in accordance with McKinney - Vento and the Illinois Education for Homel ess Children Act , 105 ILCS 45/1 - 1 et seq. Children identified as homeless under the McKinney Vento Act must be enrolled immediately regardless - of the parent/guardian’s ability to provide birth certificates or health and immunization records. The McKinney Vento liaison and/or PFA parent coordinator/designee should make every effort to assist the - family in obtaining this information, as well as to assist in the coordination of obtaining any needed health checks or immunization s . Subtitle VII - B of the McKinney - Vento Homeless Assistance Act (as reauthorized by Title X, Part C of the No Child Left Behind Act) defines homeless as follows: The term "homeless children and youths" -- (A) means individuals who lack a fixed, regular, and adequate nighttime residence (within the meaning of section 103(a ) ( 1)); and (B) includes -- (i) children and youths who are sharing the housing of other persons due to loss of housing, economic hardship , or a similar reason; are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations; are living in emergency or transitional shelters; are abandoned in hospitals; or are awaiting foster care placeme nt; (ii) children and youths who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings (within the meaning of section 103(a)(2)(C)); d youths who are living in cars, parks, public spaces, abandoned buildings, substandard (iii) children an housing, bus or train stations, or similar settings; and (iv) migratory children (as such term is defined in section 1309 of the Elementary and Secondary Education of 1965) who qualify as homeless for the purposes of this subtitle because the children are living in Act circumstances described in clauses (i) through (iii). et seq . 42 U.S.C. § 11431 PFA Homeless Plan for programs to complete in order to better serve homeless Illinois has created a McKinney - children in Local Education Agency (LEA) preschool programs. The Vento Homeless Education Common Form has also been created to assist with identifying preschool - aged children as well as children for Prevention Initiative (birth to age 3) families. Research has shown that parents are often not aware or do not readily share that they meet the definition of y - homeless according to the McKinne . Programs are advised to have a Vento Homeless Assistance Act conversation with parents to assess their living situation. Listed b elow are questions which should be part of the interview to ensure that children who meet the definition of homeless are accurately identified:  What is your current living situation?  How long have you been in your current place?  Is it permanent or just temporary?  How many times have you moved in the past year? What is the reason for the moves?  Where would you go if you couldn’t stay where you are? Are you staying in your own place or with friends/relatives?  15

16 o If you are staying with friends/relatives: Di d you and your friends/relatives decide to move in term? Or is this a temporary situation? - together and share expenses for the long o How many people share the housing? o How many people are staying in one room? Are you and your children sleeping in a bedroo m or in a public area, like a dining room? o Could your friends/relatives ask you to leave if they wanted to? o Do you feel safe and comfortable in the place you’re staying now?  o What condition is the home in? Is it safe? o Does it keep out rain and wind? o o Is it warm and dry? Child Welfare Involvement As with homelessness, families do not always offer information that would allow a program to determine that a child should be considered as having current or recent involvement with the child welfare system. Therefore, the following questions are suggested for inclusion in the parent interview:  Is the child currently in foster care?  Has the child been in foster care at any point during the past year?  Do you have an open intact family services case with the De partment of Children and Family Services? Have you had an open intact family services case at any point during the past year?  Is either parent currently a youth in care ? Has either parent of the child been a youth in care during the past year? Immigrants or Refugees The interview should include the following questions to determine whether the child or family is considered a recent immigrant or a refugee:  the Has the child and/or either of the child’s primary caregiver(s) immigrated to the United States within past two years? If so, when? (Note: Legal immigration status is not a relevant factor.)  Does anyone in the child’s immediate family (including any guardians) have legal status as a refugee or ? asylum Children’s Records A temporary student record with the information below must be maintained for each child. ● Name, address, and phone number ● Copy of child’s birth certificate ( p assport or other governmental document) ● Copy of the Home Language Survey signed by parent/guardian and screening results of children identified as speaking a language other than English in the home th ● Copy of current physical and immunization records (physicals must be submitted by October 15 ; immunizations due at enrollment or within 30 days if moving from out of state) . minimum of two risk factors used for eligibility in the program ( Weighted Eligibility ● Documentation of a ) Form ● Income verification if being used as enrollment criteria ● Sample Student/Family Information Sheet ● Name and numbers of anyone else to whom the child can be released ● Signed parent/guardian consent allowing the child to participate in the PFA screening ● Vision and hearing screening results ● E vidence of screening results and/or IEP Parent/Guardian interview ● 16

17 Districts may determine if this temporary student record will become part of the child’s permanent record at time (105 ILCS 10/4) (from Ch. 122, par. of program exit and should follow local school board policy. School Code 4) dictates specific record retention timeframes after the child/student leaves the PFA program/school for 50 - years) and permanent (60 years) student records. Additionally, student records are subject to rules temporary ( five outlined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232(g) and the regulations promulgated under that Act (34 CFR 99). Student records should be kept intact in a secure place and may be in electronic or hard copy format. If stored in PFA for e xample , one copy at m ore than one location ( a dministrative o ffice AND one copy at the d istrict the o ffice), photocopies of original documents may be created to ensure both locations have complete records at all times. Programs are required to have confidentiality policies and to limit access to sensitive information. Families have review any documentation being stored in their child’s record. the right to When programs are monitored, assessors must be provided with complete student records. Additional program records that monitors may request:  Documentation of agendas or sign in sheets for family education involvement  Annual program self - assessment  Program Continuous Quality Improvement Plan (CQIP) teacher and assistant  Individual staff development plans for each  Copy of a signed MOU with the local HS Written plan for homeless children*  Written plan for transitioning children into and out of the program and into Kindergarten  Copy of mission statement*  Written plan for collaboration with local community agencies   English learner children* Written plan for screening procedures for - *school district based PFA programs may utilize existing district documents Additional Resources Illinois State Board of Education (ISB E)  Preschool for All Outreach Toolkit  Engaging Hard to Reach Families National Association for the Education of Homeless Children and Youth (NAEHCY)  Supporting Children and Families Experiencing Homelessness o CCDF State Guide o C CDF State Self - Assessment National Center for Homeless Education (NCHE)  Best Practices in Homeless Education Brief Series Determining E ligibility for Rights and Services Under the McKinney - Vento Act o Early Care and Education for Young Children Experiencing Homelessness 17

18 Children with Disabilities Recommende d Practices ’s Division of Early Childhood (DEC) has published updated Council for Exceptional Children The recommended practices - based practices found to be most effective in achieving that summarize research greatest improvement in students with disabilities in the preschool environment and are not disability specific. ; assessment The recommendations address eight different areas: leadership environment ; family ; instruction ; ; interaction ; teaming and collaboration ; and transition. Recommendations should be considered when planning programming for students with disabilities. Initial Eligibility st ensure that children who receive early intervention services before they Local Education Agencies (LEAs) mu 3 and who will receive E turn C hild hood Special Education (ECSE) services experience a smooth and effective arly transition and have an Individual Education Plan ( IEP ) or Individual ized Family Service Plan ( IFSP ) developed and implemented by their third birthday [34 CFR 300.124]. - 2 Relating to Transitioning from Early ISBE Guidance 10 Intervention to Early Childhood Spe cial Education Services when Children Turn Three and Early Intervention to Early Childhood Transition Frequently Asked Questions provide more details on the transition process. During this p rocess , the LEA must implement all required procedural safeguards, including, but not limited to, providing any necessary parental notifications and requesting any necessary parental consent. Each school district shall ensure that a full and individual evaluation is conducted for each child being considered for special education and related services. The purpose of an evaluation is to determine:  Whether the child has one or more disabilities T he present levels of academic achievement and functional performance of the child   Whether the disability is adversely affecting the child’s education  Whether the child needs special education and related services If the child is found eligible for special education services, goals, objectives, services, and placement should be discussed and determined. Section II of the sh ould be Early Intervention to Early Childhood tracking form completed and returned to the Child and Family Connections Office (CFC) within 20 calendar days of the child’s third birthday. A parent/guardian of the child, an employee of the Illinois State Board of Education (ISBE), another state agency, an LE A, or a community agency may request a special education evaluation for a child age 3 through 5. Within 14 school days after receiving a request for an evaluation, the district must determine whether an evaluation is warranted and noti fy the parent/guardia n using the Parent/Guardian Notification of Decision Regarding a Request for an Evaluation. This document and others translated into other languages may be found on the Special Education Services, Required Notice and Consent Forms website. Inclusion , - quality The goal for local school districts public schools, academies, and agencies should be to provide high all preschool experiences for - age child ren, including children with disabilities, in the least restrictive preschool environment (LRE). Local school districts and/or special education cooperatives may determine through the IEP team process that a Preschool for All (PFA) classroom is the most appropriate placement for students to receive their services. The following information on inclusion is important in providing education and ECSE care for all students — especially for those with differing abilities. The Individuals with Disabilities Education Act (IDEA) outlines the LRE requirements for children with U.S. disabilities, including preschool - aged children with disabilities. The U .S. Department of Education and the Department of Health and Human Services released a policy statement on inclusion of young children with 18

19 disabilities in high quality inclusive early childhood programs on September 14, 2015. An executive summary is 2017. Both also available. In addition, a Preschool LRE Dear Colleague letter was issued to states on January 9, , including environment documents express the importance of educating students in the least restrictive f a school district has a preschool program. At the preschool level, regular preschool aged students regardless of i classes may include PFA, Head Start, childcare, and private/community preschools. The clarification letter stresses the preference to educate students with disabilities with thei r same aged peers without disabilities. IEP s must determine the LRE for each child based on what he or she needs in order to receive a free and team appropriate public education and not on “slot or program availability.” Recent research supports the benef its and positive outcomes children with and without disabilities can gain from inclusion in regular preschool settings with typically developing peers. The following facts are taken from research compilation by a . Erin E. Barton and Barbara J. Smith, June 2014  Inclusion benefits children with and without disabilities.  Children with disabilities can be effectively educated in inclusive programs using specialized instruction.  Parents and teachers influence children’s values regarding disabilities. ing those related to early  Individualized embedded instruction can be used to teach a variety of skills, includ learning standards, and promote participation in inclusive preschool programs to children with and without disabilities.  Families of children with and without disabilities generally have positive views of inclusion.  Inclusion is not more expensive than having separate programs for children with disabilities.  Children with disabilities do not need to be “ready” to be included. Programs need to be “ready” to support all children. ISBE’s Preschool Special Education website includes resources and links for these topics as they perta in to Early Childhood Education:  School District Preschool Program Models and Guidance Document  Early Childhood Block Grant Administrative Rules Clarification Document  Preschool Inclusion/LRE website ECSE Services Training and Technical Assistance Projects  –  The Federal Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs Module Educational Environment Codes EE ) Educational Environment ( odes identify the type of early childhood education program children with an c IEP attend and where their services are provided. EE codes are defined in Illinois by ISBE and reported using STAR) - Student Tracking and Reporting System (I the IEP . OSEP requires eac h state to submit a State - Performance Plan (SPP) and an Annual Performance Report (APR) yearly. ISBE reports on the 21 indicators in the SPP. Indicator 6 focuses on preschool LRE. The data for this indicator is collected at the December 1 Child Count for - 5 on December 1. T he Educational Environment children who are aged 3 and Code Generator Decision Tree for Coding Educational Environm ents can be used to assist in determining proper EE codes. Early Childhood Outcomes System Early Childhood Outcomes (ECO) are measured authentic assessment practices through which providers and using families observe children in their everyday routines, activities , and places, and collect documentation that illustrates what children know and are able to do in areas key to future success. Three ECO are used nationwide to reflect the integrated nature of child learning and development and make it possible for comparable data from a variety of assessment instruments to be combined for further analyses. The three childhood outcomes are: ave positive social skills, including positive social relationships. Children h 1. 19

20 2. Children acquire and use knowledge and skills, including language and early literacy. Children take appropriate action to meet their needs. 3. Upon entry into ECSE services, each child must receive ECO ratings within 45 days. Progress ratings are required yearly between February 1 and July 31. No exit ratings are needed; however, the last progress rating should be no months old upon exiting enrollment. six more than and the Decision Tree for Summary Rating Discussions can be The Early Childhood Outcomes Rating Generator Additional information on the Early Childhood Outcomes System can be to determine Progress Ratings. used ISBE ECO Webpage . found at the Additional Resources Illinois State Board of Education (ISBE)  Determining Early Childhood Education Codes National Association for the Education of Young Children (NAEYC) Joint Position Statement: Early Childhood Inclusion  United States Department of Education (USDE)  LRE and IDEA requirements as applied to preschool children  Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs o Executive Summary University of Colorado, Denver  Inclusion for Preschool Children with Disabilities: What We Know and What We Should Be Doing IDEA Provisions Supporting Preschool Inclusion  20

21 English Learners ansitional Bilingual Education (Part 228) 23 Illinois Administrative Code Part 228 Tr , public school districts Under earners (ELs) by administering a Home Language Sur must uniformly identify children who are English l vey (HLS) to all children new to the district and conducting an English language proficiency (ELP) screening process for children who come from a language background other than English. Preschool programs must offer a language consistent with the requirements of Part 228 to all preschool children identified as instruction program for ELs Illinois State Board of Education ( ) Division of English Language Learning and Division of Early ISBE ELs. The websites, in addition to other ISBE links in this document , offer many tools and resources to support Childhood Preschool for All EL requirements. the An EL student in preschool:  comes from a home where a language other than English is spoken by the student and/or by the student’s parent, guardians, or anyone else who resides in the household  demonstrate s limited English proficiency during a research - b ased ELP screening procedure that is developmentally appropriate for the student. All preschool programs for children ages 3 - 5 that are administered by a public school district, including charter schools, must adhere to the rules under Part 228 . This includes preschool programs that are subcontracted by districts to community organizations and preschool programs that districts administer regardless of the source of funding for the programs. Identi fication and ELP Screening of EL Students The district must have families of all children new to the district, including preschool children, complete the HLS by the first day the student starts to participate in the program. The HLS contains two questions. If the answer to one , strict must screen the child for ELP. or both of the questions is “yes ” then the di The district must establish research based Standard ELP screening procedures to determine each potential EL - preschool student’s ELP level, minimally in the domains of listening and speaking. The procedures may include use of an established assessment such as the pre - IPT or other screening procedures. State rules indicate that the screening procedures must:  Be age and developmentally appropriate  Be culturally and linguistically appropriate for the children being screen ed  Include one or more observations using culturally and linguistically appropriate tools  Use multiple measures and methods (e.g., home language assessments; verbal and nonverbal procedures; various activities, settings, and personal interactions) family by seeking information and insight to help guide the screening process without involving  Involve them in the formal assessment or interpretation of results  Involve staff who are knowledgeable about preschool education, child development, and first and secon d language acquisition  Screening procedures may be modified to accommodate the special need of students with an Individual Education Plan ( ) IEP There are no annual ELP testing requirements for ELs in preschool programs after the initial testing. District s are not required to rescreen preschool EL students in their second year of participation. The student is considered EL and eligible for the EL program services in the second year of participation based on the initial ELP screening results. However, the d istrict may choose to assess students’ progress in English acquisition and modify the level of EL services provided in the second year based on assessment results. In order to determine ELP and placement for . k indergarten, students are screened with the WIDA MODEL™ 21

22 ISBE does not require specific training for preschool staff who administer ELP screenings. However, it is aff be trained on the use of the specific screening tool that is regularly used in the program in recommended that st order to ensure consistent administration and valid results. Establishme rograms nt of P An attendance center that enrolls 20 or more preschool ELs who have th e same home language must offer a that Transitional Bilingual Education (TBE) program includes instruction in the home language and in English, as well as English as a Second Language (ESL) . TBE services may be offered by the classroom teacher or by another teacher who pushes into the classroom. A pull out model for language support may be used in some circumstances, - but generally is not recommended. An attendance center that enrolls 19 or fewer preschool ELs who have the same home language must offer either a Transitional Program of Instruction (TPI) or a TBE program for these students. This attendance center may have more than 19 EL students enrolled who have different home languages. TPI programs provide language instruction and may include home language instruction or support based on the needs of the ESL that typically include students. cx Enrollment in preschool does not count toward the number of years a child has been enrolled in the TBE/TPI program under . Article 14C Program Models Language instru ction may be delivered by the classroom teacher or by a pull - out or push - in teacher. EL students EL students in the classroom as long as the preschool program provides the EL may be integrated with non - children with daily language instruction that specific ally addresses second language acquisition and makes the curriculum accessible for ELs. Whenever possible, the preschool program should offer a program model that aligns with the program model that the child will enter in kindergarten to provide continui ty and best prepare the child for successful entry into kindergarten. The district may select the program model(s) best suited to its preschool population. Many configurations meet the requirements of TBE and TPI. Models most commonly used include: Appro priate for TBE or TPI:  This is one of the program models allowed, not to be confused Transitional Bilingual Education Model: with the broader use of the term in state rules. Instruction is in the students’ home language and English to ESL enable them to transition into English. is provided in addition to content area instruction. The goal is to help students transition to mainstream, English - only classrooms as quickly as poss ible and the linguistic goal of such programs is English acquisition.  Dual Language Models: Instruction is provided in English and a second language with the goal of achieving bilingualism and biliteracy. Two Way Immersion :  h and another language to English - speaking students and Instruction is given in Englis students who speak the other language together in the same classroom with the goal of developing proficiency in both languages for all students in the class.  One Way Immersion/Developmental Bilingual : ELs receive instruction in their home language for an extended duration, accompanied by education in English and ESL . The goal is proficiency in English and the home language. Appropriate for TPI only: ilding English language skills. The language of  English as a Second Language: Teachers focus on bu instruction is English but some support may be provided to students in their native language. Teachers also use sheltered English instruction strategies to modify instruction for ELs to facilitate student 22

23 com prehension of learning area content. Classes may be composed of ELs from many different language backgrounds who do not share the same home language. Parent Notification The district must notify the parent in writing that the child has been placed in a T BE or TPI program for ELs within 30 days after the beginning of the school year or 14 days after enrollment in the program during the middle of the school year. The notification letter must be in English and the home language of the student and must addres s the areas required under Section 14C - 4 of the Illinois School Code. A parent may withdraw a student from the TBE/TPI program at any time by submitting the request in writing to the school or district. An example of the can be found on the ISBE website. letter EL Teacher Certification Professional Educator License ( PEL ) with an Early Childhood To teach preschool students, teachers must hold a endorsement . By July 1, 2016, preschool teachers who provide native language/ESL instruction to EL (ECE) students must also hold the ESL or bilingual endorsement that corresponds with the teaching assignment. A teacher who provides bilingual instruction, which may include instruction in the home language, in English and ESL must hold the bilingual endorsement. A teacher with the ESL endorsement may provide ESL instruction to help EL students learn English. The teacher who provides the native language/ESL instruction may be the classroom teacher or another teacher who pushes into the classroom for part of the day. A pull - out model is not generally , recommended but may be used in some circumstances. Teachers not providing these services are not required to hold the endorsement s. To provide to preschool children, a teacher must hold (1) a PEL with endorsements in Early bilingual instruction Childhood and bilingual education or (2) both a PEL with an ECE and an Educator License with Stipulations with a bilingual education endor sement. To provide ESL instruction to preschool children, a teacher must hold (1) a PEL with endorsements in ECE and either bilingual education or ESL or (2) both a PEL with an ECE endorsement and an Educator License with ucation endorsement. Stipulations with a bilingual ed In a classroom, the licensure requirements for either bilingual or ESL instruction may be met through a co - teaching or push in model in which a licensed early childhood teacher serves as the classroom teacher and a teacher with the - b - teaches or pushes into the classroom, and both teachers work together to ilingual and/or ESL endorsement co plan instruction for ELs. By July 1, 2016, all districts must have properly endorsed teachers for preschool ELs in place. Beginning with school y ear 2014 - 15, any school district unable to meet these requirements must submit an annual plan to the State Superintendent of Education using the . The plan must demonstrate that the program is actively template provided working toward recruiting and hiring fully qualified staff and currently serves preschool - age ELs. The pla n must indicate how the district will provide programs to meet the needs of EL preschool students without fully qualified staff. School administrators responsible for the preschool program and the bilingual education program must jointly develop and monito r the plan. TBE/TPI Program Director The TBE/TPI Program Director who oversees the program in the district should meet the requirements for administrator qualifications included under Part 228.35(d ) . This individual may often be someone other than the Early Childhood Director in the district. As such, implementation of a successful preschool EL program will require ongoing communication and coordination between the TBE/TPI Program Director and the s taff who oversee the Early Childhood Program. 23

24 Kindergarten Placement Preschool screening results may not be used to determine placement in kindergarten. All children identified as me language survey must be screened coming from homes where a language other than English is spoken on the ho WIDA MODEL™ to determine EL status and placement in the TBE/TPI program in kindergarten. with the tate English proficiency standard when screened for Children who were identified as EL in preschool but meet the s ents who demonstrate English proficiency on the kindergarten should be enrolled in the same manner as other stud WIDA MODEL™ . No parent permission is required to place these children in the general educ ation program. Professional Development Districts must offer professional development opportunities to all staff in the TBE/TPI program, including certified and non certified staff in the preschool TBE/TPI program. The district must offer at least two - pr ofessional development activities a year that focus on at least one of the following topics related to the education of EL students: current research in bilingual education; content - area and language proficiency assessment of ELP ; res earch - based methods and techniques for teaching students with limited ELP ; students with limited - based methods and techniques for teaching students with limited research ELP who also have disabilities; and the culture and history of the United States and of the country, territo ry or geographic area that is the native land of the , students or of their parents. Districts must also provide newly hired TBE/TPI program staff with an orientation that includes information about the TBE/TPI program requirements. Districts should offer p rofessional development that is relevant and addresses developmentally appropriate practices for preschool teachers who work with EL students. s Preschool staff may be included in training related to the implementation of the Spanish language arts standard that districts must offer yearly, and the training should include information about how preschool programs can use developmentally appropriate practices to help prepare children for Spanish literacy. Program Funding State TBE/TPI funding is available t o reimburse school districts for the excess costs associated with providing EL students with five or more periods of TBE/TPI instruction a week in accordance with the Illinois School Code Article 14C and the corresponding state rules. As such, districts may receive funding for preschool students who receive TBE/TPI instruction from a teacher who is properly ce rtified to provide bilingual or ESL instruction to preschool students. Additional Resources Foundation for Child Development Challenging Common Myths About Young English Language Learners  24

25 The Early Learning Environment ISBE It is the expectation of that the Preschool for All ( PFA ) program ) the Illinois State Board of Education ( maintained indoor and outdoor physical have a safe and healthy environment that provides appropriate and well - ent facilitates the learning, spaces. An organized, properly equipped, and well maintained program environm - ISBE expects each PFA classroom to comfort, health, and safety of the children and adults who use the program. serve 20 children Early Childhood Special Education and Head Start children) , unless Illinois ( excluding PFA/ DCFS guidelines restr ict the number of children allowed in the PFA Department of Child and Family Services ( ) child ratio for each classroom must not exceed one adult to - classroom due to square footage limitations. The staff isions are made for 10 children, and no more than 20 children can be served in a single classroom per session. Prov . No more than 30 percent of the children in a PFA children with disabilities to participate in the program ) IEP classroom may have an , not including speech - only IEPs. Individual Education Plan ( E nvironment Physical Ample indoor space t ed to run the classroom and allow enough o accommodate furniture and materials need  space for free movement of children and adults  Good lighting, ventilation, and temperature control The facility is designed so that staff can supervise all children by sight and sound   Appropriate furnishings, such as s inks, child - size chairs and tables, learning equipment, and cots or sleeping pads  A variety of materials and equipment appropriate for children’s ages and stages of development is available and kept clean, safe, and in good repair  Materials are systematically arranged, labeled with word and picture, and easily accessible to children  Materials reflect human diversity and the positive aspects of children’s homes and community cultures  Multicultural materials are in tegrated naturally into the classroom and daily routine  Most of the displays in the room represent children’s work, relate to current activities , and are displayed at children’s eye level First aid kits, fire extinguishers, fire alarms, and other safety eq uipment are installed and available  - A variety of interest centers including , but not limited to: art, music/movement, blocks, sand/water, and  nature/science A cozy area with soft furnishings and quiet activities and a planned space for privacy  All About the ECERS For more information, please refer to R and National Association for the Education of Young - n (NAEYC) Program Standards. - An All About book for ECERS Childre 3 is not yet in publication. Interest Centers The foundation of quality teaching and learning is engaging interact ions that take place within an early learning environment with developmentally ap propriate materials organized into interest centers. High - quality preschool classrooms include a well - organized and managed classroom with materials that stimulate children’s thinking skills and provide for various levels of difficulty. Considerations fo r interest centers include: Able to accommodate several children at one time  Is a clearly defined play area for a particular kind of play   Materials are organized by type and stored so that they are accessible to the children.  Labeled with names and pictures that are easily understood by children ; the Illinois Early Learning and Developmental Standards ( ) that best describe what each center is addressing IELDS  Compatible areas are near each other and non - compatible areas are kept apart ( for example , Block Center is near Dramatic Play Center, whereas the Art Center is near a sink or bathroom, and the Reading Center or Cozy Center is placed away from Block Center) apply to each. The following chart includes centers and examples of materials, as we ll as examples of the IELDS that 25

26 Examples of IELDS Interest Centers Examples of Materials Fine motor/ Small building materials such as Lincoln step - and three - , two - Follow simple one 1.A.ECa manipulatives Logs; bristle blocks and magnetic blocks, directions. beads and strings in various sizes, colors, Sort, order, compare, and describe objects 8. A.ECa and shapes; according to characteristics or attributes. 8.A.ECb lacing cards with strings; pegs and Recognize, duplicate, extend, and create simple patterns in various formats. pegboards; snap blocks, nuts and bolts; 8.B.ECa With adult assistance, represent a simple repeating puzzles; teddy bear counters ng it or by modeling it with pattern by verbally describi objects or actions. 25.A.ECd Crayons, markers, pens, pencils, chalk, Visual Arts: Investigate and participate in Art finger paint, tempera paint, water color - activ ities using visual arts materials. Describe or respond to their creative work or paint, clay, pipe cleaners, collage 25.B.ECa - poms, materials (cotton balls, pom the creative work of others. 26.B.ECa Use creative arts as an avenue for self - feathers, buttons), safe scissors, stapler, hole expression punch . Musical instruments, cassettes/CDs, 25.A.ECa Movement and Dance: Build awareness of, Music & Movement and creative movement explore, and participate in dance music players, microphones activities. Drama: Begin to appreciate and participate in 25.A.ECb dramatic activities. 25.A.ECc Music: Begin to appreciate and participate in music activities. Unit blocks, foam blocks, large hollow Use vocabulary that describes and compares 7.A.ECc Blocks blocks, homemade blocks length, height, weight, capacity, and size. - dimensional 9.A.ECb Sort collections of two - and three e as part of their Items students might us shapes by type (e.g., triangles, rectangles, circles, cubes, block play might include plastic animals, spheres, pyramids). small people, small and large cars and Express beginning geographic thinking. 17.A.ECb Describe and respond to their creative work or trucks, and road signs 25.B.ECa hers. the creative work of ot Measuring cups, unbreakable containers, Sand & Water P 7.B.ECa ractice estimating in everyday play and everyday funnels, shovels, scoops, trucks, plastic measurement problems. Note: At a minimum, With teacher assistance, explore use of measuring 7.C.ECa animals. Toys specific to water might sand and/or water tools that use standard units to meas include pumps, sponges, things that sink ure objects and should be accessible daily for at least 1 hour quantities that are meaningful to the child. or float, turkey basters, and spray bottles to children in a full - day Observe and describe characteristics of earth, 12.E.ECa program and at least 30 water, and air. minutes for children in - day program. a half Clothing (dresses, skirts, pants, jackets, pressions and Identify emotions from facial ex Dramatic Play 1.A.ECd (Role Play/ ties, scarves, aprons, footwear, hats, body language. Use language for a variety of purposes. House Area) accessories for both men and women), 1.B.ECa uniforms for various work roles, many 15.A.ECa Describe some common jobs and what is needed types of hats for men and women to perform those jobs. - Supplies/furniture (child 15.A.ECb Discuss why people work. sized kitchen Begin to understand the use of trade or money sink, stove/oven, refriger 15.D.ECa ator, couch, table and chairs, pots/pans, utensils, to obtain goods and services. dishes, tea set, wok, toaster, microwave Understand that each of us belongs to a family 18.B.ECa oven, telephones, mirrors), play food and recognize that families vary. 26

27 (including different ethnic food), dolls, dollhouse, doll furniture, stuffed animals Magnets, magnifying glasses, plastic Nature & Science 11.A.ECc Plan and carry out simple investigations. Collect, describe, compare, and record translucent color paddles; collections of 11.A.ECd information from observations and investigations. natural objects such as leaves, seashells, 12.A.ECa Observe, investigate, describe, and categorize rocks, bird nests, pine cones; living things such as butterfly hatching kit, living things. Describe and compare basic needs of living ass 12.B.ECa worm farm or ant farm, class plant, cl things. pet 12.B.ECb Show respect for living things. Identify, describe, and compare the physical 12.C.ECa properties of objects. 13.A.ECa Begin to understand basic safety practices one must follow when exploring and engaging in science and engineering investigations. 13.B.E Use nonstandard and standard scientific tools Ca for investigation. Books organized by theme/topic; sharing experiences with purpose - Library/Book/ 2.A.ECa Engage in book different types of books such as fiction, Reading (Cozy and understanding. Look at books independently, pretending to read. Area) 2.A.ECb nonfiction, predictable, poems; books on CD/tape, props for retelling stories; 2.B.ECb With teacher assistance, retell familiar stories with three or more key book characters; soft chairs/beanbag events. chairs Interact with a variety of types of texts (e.g., 2.C.ECa storybooks, poems, rhymes, songs). 2.C.ECb Identify the front and back covers of books and turning display the correct orientation of books and page - skills. 4.A.ECb Begin to follow words from left to right, top to bottom, and page by page. Count with understanding and recognize “how Toys and games that require children to 6.A.ECa Math & Number figure out “more and less,” cubes for many” in small sets up to 5. stacking, height chart, foot size 6.A.ECb Use subitizing (the rapid and accurate judgment measurer, nesting cups, chart and graph of how many items there are without counting) to identify s, the number of objects in sets of 4 or less. activities, pattern or matching card magnetic shapes, geoboards, dice Connect numbers to quantities they represent 6.A.ECd ical models and informal representations. using phys Differentiate numerals from letters and recognize 6.A.ECe some single digit written numerals. Recognize that numbers (or sets of objects) can 6.B.ECa be combined or separate d to make another number. 6.D.ECa Compare two collections to see if they are equal or determine which is more, using a procedure of the child’s choice. 6.D.ECb Describe comparisons with appropriate vocabulary, such as “more,” “less,” “greater than,” “fewer,” “equal to,” or “same as.” 9.A.ECa Recognize and name common two - and three - dimensional shapes and de scribe some of their attributes (e.g., number of sides, straight or curved lines). - 9.A.ECd Combine two dimensional shapes to create new shapes. 27

28 4.A.ECa Writing Pencils, pens, crayons, markers, chalk Recognize the differences between print and and boards, write and wipe boards and pictures. one relationship between to - - markers, children’s names on note cards, Recognize the one 4.A.ECc spoken and written words. s of envelopes, mailbox, different type 4.A.ECd paper (construction, tag board, colored, Understand that words are separated by spaces in and white), alphabet and number print. 4.A.ECe stamps, alphabet and number stencils, a Recognize that letters are grouped to form words. poster/display showing numbers and the 4.A.ECf Differentiate letters from numerals. 4.B.ECb alphabet (upper and lowercase) Recognize and name some upper/lowercase letters of the alphabet, especially those in own name. 4.B.ECd With teacher assistance, begin to form some letters of the alp habet, especially those in own name. 5.A.ECa Experiment with writing to ols and materials. like forms, or letters/words 5.A.ECb Use scribbles, letter - to represent written language. With teacher assistance, write own first name 5.A.ECc using ap propriate upper/lowercase letters. 1.A.ECa Follow simple one - , two - Desktop computer, child - size mouse or , and three - Computer/ step directions. touchscreen, tablet, educational apps, Technology (not developmentally appropriate computer 19.A.ECd hand coordination to perform tasks. Use eye - a required center) Note: Additional benchmarks may apply depending on what games/activities are games/activities being provided for use with the computer. Note: The 2011 version of Caring for Our Children (pages 66 - 67) recommends no more than 30 minutes -- total -- of video, DVD, computer, and television viewing time per week. Computer use time should be limited to no more than 15 minutes per day for chi ldren in a program of any length with the exception of children with disabilities who require assistive computer technology. Sample Classroom Floor Plan 28

29 Gross Motor Environment indoor alternative to accommodate The gross motor environment should be created with intentionality and include an these activities during inclement weather days. Gross motor skills can be enhanced through the use of stationary beanbags , low balance beams, hula h oops , and equipment as well as through simple materials such as balls, tricycles, - parachutes. This environment can also be used to provide learning opportunities by creating spaces that promote learning experiences to support the IELDS. Materials and items such as a sand/water table, a blanket with a basket of books and props , a dollhouse with the play family, musical instruments, etc. may be made available to take outside or to the indoor gross motor area. Considerations for Gross Motor Environment:  Fences or natural barriers that prevent access to streets and other hazards  Adequate space with different surfaces in order for children to participate in different types of active play  Enough stationary and portable equipment and materials to support seven to nine large motor skills such as: Running Jump rope and hula hoop Jumping Pulling up by arms Hopping Balancing Pushing and pulling Pedaling and steering Sliding Swinging throwing Climbing Catching, tossing, Kicking , Areas that protect children from the elements of nature  such as shade trees or other types of covering, and windbreaks in the winter A storage space for equipment.   Staff actively assist in the development of gross motor skills Additional Resources National Association for the Education of Young Children (NAEYC )  NAEYC Program Standards The National Center on Quality Teaching and Learning 29

30 Schedule ) Preschool for All ( research - based , best practices in early childhood PFA programs are expected to implement and learning experiences that , education. This includes creating a program with a consistent daily schedule, routines and interests. Scheduling guidelines are based on support children’s developmental levels, abilities practice , best or a planned learning activity, the prog ram recommendations. Whether it is snack time, cleanup time, group time , should provide opportunities that optimally promote children’s learning and development. he program meets a minimum of two and a half hours each day, five days a week. Start and end dates are T ildren in attendance a minimum of 165 days. identified and follow the local district calendar, with ch Any days beyond 165 in the district calendar may be used for parent/guardian conferences, home visits, and professional development OR attendance days. If the district has regular weekly or monthly planning dismissal time, the district must ensure weekly class time overall equals at least 12.5 times that affect the PFA weekly class hours per week (412 hours per school year). Schedule Components The daily schedule needs to include a balance of large group, small group, and individual activities that reflect , and attention spans. There should be a balance of active and quiet play. children’s developmental abilities, interests - third Children should spend at least of their day in play activities, which consist of a combination of indoor and one - outdoor, teacher , and child - directed (self - selected) play. The daily schedule directed (small group or whole group) should be posted in each classroom, including words and pictures, so staff and students can access readily. The udent needs, but overall should be accurate and consistent so students schedule should allow flexibility to meet st know what to expect. Greeting/Departing  Each student should receive an individual greeting upon entry to the room. This should include using the child’s name, providing a greeting in t heir primary language, giving a smile or physical contact , and asking somet hing personal about them (e.g., H ow was your dance class?). Students should also be given time to talk informally with the teacher. Each student should be given a farewell at depart  ure time. Appropriate greeting help students feel welcome, build relationships with parents, and farewell practices  and help the transition from school to home and home to school. This also provides a safety component picked up students and who is present in the classroom. so staff is aware of who dropped off/ Interest Centers/Free Play  that support all The program plans purposeful, high interest, developmentally appropriate learning activities domains of development and emphasize language and higher level thinking skills.  Interest centers allow children to carry out their individual plans and choices, to move freely between - ended and creative wa ys. centers, and to use materials in open  Three to five choices of different items within each center are present.  Adults are actively involved in interest centers, initiating meaningful interactions, asking open - ended questions to prompt thinking, reinforcing vocabulary and concept developme nt, and promoting positive social interactions among children. Gross Motor  daily and take place outdoors whenever weather permits. Each school Gross motor activities are scheduled district/program typically has policies relating to temperatures and outdoor play.  Gross motor activities are provided for 30 (half - day programs) or 60 (full - day programs) minutes daily.  Gross motor activities include a balance of planned play and spontaneous/free play.  Children have daily access to both age - appropriate stationary outdoor equipment and portable equipment (tricycles, wagons, sleds, balls, sand/digging toys, garden toys, bu bbles, chalk, etc.).  A variety of gross motor activities are offered to support a range of physical skills such as running, jumping, skipping, climbing, ball handling, etc. en’s interactions and Adults supervise and participate in gross motor and outdoor play and support childr  30

31 skill development. Whole Group Whole group time includes when all children are participating in the activity.  Whole group should be limited to short periods of time with activities that are age appropriate and meet  hildren, as whole group settings are not the best way for children of this age to learn. the needs of all c  Teachers should monitor the length of time of whole group through student engagement. If students ed. The amount of time must allow all appear bored or are not paying attention, the time should be shorten students to participate the entire time.  Refer to the curriculum for guidance on appropriate duration and activities for large group time. Meals/Snacks  All programs must offer a snack each day. Full - day programs mus t also offer a lunch.  USDA meal guidelines need to be followed.  Snacks should be considered a time for socializing and building independence in meal/feeding routines. Staff should sit with children to guide these skills. Individual dietary restrictions s hould be respected.  Nap/rest  Programs that are longer than four hours must offer a naptime . Students not requiring a nap should be offered an opportunity to participate in relaxation or quiet activities.  Naps should be offered at a regular time each day, with environment set up to accommodate for the period (low lights, quiet environment, and availability of cots/mats). Transitions  The number and duration of transitions throughout the day should be kept to a minimum (less than three minutes) and are planned to align with children’s attention spans and developmental abilities.  Whenever possible, efforts are made to avoid or minimize waiting time (such as waiting in line or waiting for all children to finish an activity) and inte ractive activities (songs, finger plays, movement) are utilized to support children during transitions. Routines can be completed in small groups to minimize wait time as well. Expectations for transitions are clearly communicated in advance and positivel  y reinforced so that children understand the expectations. Transition routines and procedures are taught and reviewed regularly so that the process is both smooth  and safe. Adults support children during transitions, such as cleanup  time or moving from one activity to another, with positively stated reminders and guidance. Toileting C hildren must be able to understand explanations, commands, and responses, and express their own  feelings about toilet use in order to learn about using the toilet .  PFA staff should implement Diapering and Toileting Procedures for the health and safety of both the child and caregiver. Sample Daily Schedules 2.5 Hour Programs 10 minutes: Arrival and quiet centers 5 minutes: Cleanup Time 15 minutes: Whole Group Time 65 minutes: Choice Time (includes snack as a center) 5 minutes: Cleanup Time 30 minutes: Gross Motor 15 minutes: Small Group Time Pack up and Dismissal 5 minutes: 31

32 3 Hour Programs Arrival and Quiet Centers 20 minutes: 5 minutes: Cleanup Time 15 minutes: Whole Group Time Choice Time (includes snack as a center) 80 minutes: 10 minutes: Cleanup Time 30 minutes: Gross Motor Small group time 15 minutes: Dismissal 5 minutes: Full Day Program (6 Hour Day) 15 minutes: Arrival and Quiet Centers Cleanup Time 5 minutes: Whole Group Time 15 minutes: Choice Time (includes snack as a center) 65 minutes: Cleanup Time 5 minutes: Gross Motor 30 minutes: Small Group Time 20 minutes: Prepare for lunch 5 minutes: 30 minutes: Lunch 60 minutes: Rest Time/ Quiet Centers Cleanup Time 5 minutes: Gross Motor 30 minutes: Choice Time (includes snack as a center) 65 minutes: 10 minutes: up Time/Prepare for departure/Dismissal Clean Resources Additional Illinois State Board of Education (ISBE)  23 ILLINOIS ADMINISTRATIVE CODE 235 Illinois Joint Committee on Administrative Rules (JCAR)  Diapering and Toileting Procedures – Healthy Children American Academy of Pediatrics  Toilet Training Children with Special Needs Environment Rating Scales Institute  Table Washing Procedure United States Department of Agriculture Food and Nutrition Service –  Nutrition Standards for School Meal s Zero to Three National Center for Infants, Toddlers, and Families  Learning to Use the Toilet 32

33 Early Learning Curriculum & Assessment ISBE ) does not endorse specific curricula for use in Preschool for All ( PFA ) The Illinois State Board of Education ( . However, programs must consider the following criteria when selecting a curriculum: classrooms  Alignmen t with the Illinois Early Learning and Development Standards (IELDS) Inclusion of content to be taught with intentionality and integration   ement Provision for child initiation and engag  Use of content based on research of how young children learn Provision for parent involvement through meaningful communication with families   Alignment with an authentic assessment tool that is ongoing and comprehensive  Consideration of the child’ s linguistic and cultural background  Consideration of the range of experience and qualifications of early childhood teachers  children with an Individualized Consideration of a wide range of children’s abilities, including those of Education Plan (IEP) Provision of research evidence of the e ffectiveness of the curriculum  An applicant’s proposal will not be rejected solely based on the curriculum included; however, ISBE must determine that a curriculum is appropriate (based on the criteria above) before it will permit any project to use state funds for such curriculum. Curricula that have been reviewed and are aligned to the Illinois Early Learning Guidelines for Children Birth to Age Years and the Illinois Early Learning and Development Standards for Preschool 3 years old to Kindergarten 3 Enrollment Age may be found at the ExceleRate website . Even though a curriculum is determined to be aligned with the Illinois Early Learning Guidelines and/or the Illinois Early Learning and Development Standards, it may not meet all criteria as set forth by PFA guidelines. Best Practices for the PFA Classroom  on learning Provides for interactive/hands - that promotes th e c hild’s construction of learning  n an integrated and natural way Allows for concept learning and skill development i Allows for active learning and permits children to frequently ma  ke their own meaningful choices Provides opportunities to explore and inqu “right” ways to  ire instead of focusing on “right” answers or complete a task Promotes the development of higher - order abilities, such as thinking, reasoning, probl em solving, and  decision making ction among children an d adults  Promotes and encourages social intera Builds and elaborates on children’s  current knowledge and abilities  Encourages development of positive feelings and dispositions toward learning while leading to acqu isition of knowledge and skills  Provide s activities that promote feelings of success, compete nce, and enjoyment of learning  , such as interest areas furnished with materials based on program Utilizes a variety of learning experiences as well as goals children’s interests and their abilities , and small gr oup and large group activities  PFA staff is actively involved in implementing all aspects of the curriculum  Skills are embedded in naturalistic environments using ideas from the children or contributions by the teacher Curriculum components not a ppropriate for a PFA classroom include , but are not limited to:  Use of workbooks, worksheets, flashcards, and/or other materials that do not engage ch ildren’s interests and activities  Limited materials, used day after day, with few choices and little varie ty in materials 33

34  based assessment tool that informs instruction to meet Use of curriculum without alignment to a research - needs individual and group Field Trips PFA programs may choose to include educationally appropriate, local field trips into regular curriculum to enhance the classroom learning experience. All children in the program should be able to participate and the activities ents, should they want to replicate the trip. The following questions should be should be affordable for par considered when planning field trips: Is the field trip destination within a reasonable distance from the program site or community?  e parent - child relationship? Does the activity support and enhance th  Does the activity offer an opportunity for enhancing language and developing and supporting literacy?   Does the activity provide an experience that is affordable and repeatable by pare nts outside the program ?  ty offer the opportunity for a structured agenda to support budgetary and fiscal Does the activi requirements? Assessment Characteristics of Authentic Assessment  Is ongoing and a natural part of what teachers do  Observe s all areas of a child’s growth and development ove r time  Occurs in a naturalistic environment Uses information from a variety of sources   , and individualize curriculum Helps teachers plan, measure progress, work with families Authentic Assessment and Early Childhood Education an Update and Resources , a The following excerpt is taken from — the ISBE Early Childhood Education publication of . Division Preschool or early childhood assessment can be seen in the contex t of the larger push for accountability. It can indicate which skills children in a particular preschool classroom or program have that are needed for the academics associated with elementary education beginning in first grade. State Early Learning Standar ds are partly an attempt to put early childhood learning on a continuum that leads to higher and different expectations of achievement. The use of formal research - based student assessment is a requirement for funding of all state - supported Preschool for Al l and Early Childhood Special Education programs. Early childhood assessment cannot follow the standardized testing or student assessment model that 3 to 5 may be appropriate for higher grade levels. Students who are years of age are developing rapidly, at individual paces, and with different interests. It is important to document their successes and their progress, rather than their failures or lack of progress, as they grow. Some formal testing, of course, is appropriate for diagnostic purposes to prepa re for special interventions that may be needed to deal with physical, psychological, or behavioral circumstances. Evaluation for diagnostic or special education eligibility purposes should be distinguished from “authentic assessment.” Young students learn through play; authentic assessment aims to document a student’s development and progress in a way that is non - intrusive and captures how a student uses his or her skills while engaging with materials, teachers, parents, and peers. Authentic assessment inv olves the teacher as an observer and a researcher – working from a background of solid education and specialized training, collecting data over time, selecting and organizing evidence (the portfolio), preparing a hypothesis that can be tested (the curricul um), sharing conclusions with parents and others to refine what will work best in guiding a student to develop to his or her potential, and developing lesson plans that will help students individually progress toward meeting learning expectations. 34

35 John Dewey, the progressive educational reformer who spent an important part of his career in Illinois more than one hundred years ago, recognized that education strikes a balance between learning interests as imparting necessary knowledge and letting students pursue their own individuals. He would have been fascinated by the modern trend in early childhood education that recognizes a child at play as a child who is learning, the preschool teacher as guide and facilitator rather than dispenser of information, and the use of authentic assessment as an appropriate way to document development and guide a student’s education. Portfolios document student progress over time are a required component of all PFA Portfolios that rograms. Collections p contained in the portfolio should be representative of the work done by the student illustrating his/her progress over time. Anyone who works with the student should contribute to collecting documentation. In many early childhood programs, younger students spend time working on tasks that are not easily saved for future reference. For example, building with blocks can be an involved that a child might pursue with vigor. Progress in the activity student’s ability to work with blocks can be documented over time by taking photographs of the various structures built. A collection is then available for future reference and can serve as a t opic of discussion with the family and the student. A portfolio for each child contains: - based developmental checklist that measures progress over time with three  reporting periods A research  Individualized collections such as work samples, photos, anecd otal notes, etc. that reflect the IELDS o FY 18 and all fiscal years thereafter, portfolios reflect, at a minimum , two benchmarks from the language arts, math, social emotional, science, social studies, physical, fine arts, and ELL (if - applicable) domains of the IELDS per reporting period  Narrative summary reports used to share assessment information with parents/guardians Should be factual, brief o , and relevant o , and IELDS objective or the indicator from the program’s Contain name, date collected, domain arched based assessment tool that is aligned with the IELDS rese - Teachers should choose a benchmark to show progress that documents the integration of many skills and capabilities of the child. It should also show the unique ways a child goes about doing som ething and show how a information , teachers should use it child is growing and learning over time. After collecting and documenting to reflect on the child and drive instruction. Some questions to guide reflection include: What was my purpose for observing ?   What similarities or patterns do I notice?  What do these observations suggest?  What else might be going on?  What else do I want to observe or find out? How does this observation fit with other things that I know about the child from previous observations ?   How will I document my interpretations? The Child Portfolio Teacher Reflection Tool may be used by teachers and administrators to improve the quality of child portfolios. Lesson Plans The development of thoughtful lesson plans is a requirement for all PFA educators. Thoughtfully constructed lesson plans take into account the unique learning needs of each student and demonstrate a clear understanding of the content and the curriculum exp ectations of the young learner. Samples of lesson plans can be found on the PFA website under resources. The Early Childhood Division and StarNET have put together a FAQ for Lesson This FAQ document has been created to provide guidance to teachers and programs on best practices Planning . 35

36 related to lesson planning. Programs that are funded by the State also foll ow their curriculum guidelines in should to curriculum implement the with fidelity. order Required Components within a PFA Lesson Plan: Show connection with IELDS benchmarks (use key phrases from IELDS benchmarks or objectives from  based curriculum the program’s research aligned with IELDS) - that are Outcomes build on child’s prior knowledge to move learning forward   Learning activities are aligned to instructional outcomes Use of worksheets is not evident  Designe d to meet individual child’s needs  Formative assessment selected matches instructional outcome(s) and evidence exists to support possible  adjustments made based on formative assessment data Based on assessment data  Common Core and IELDS The Common Core St ate Standards (CCSS) have implications for preschool in terms of content and skills expected for K - 12, early for success upon entry to and during kindergarten and beyond. While the CCSS are written on the developmental needs of the preschool student and childhood educators should take time to carefully reflect how early childhood education can align to the CCSS. Vertical alignment was completed to ensure that Illinois Early align with IELDS and IELDS align with CCSS. 3 Learning Guidelines for Children Birth to Age Technology STANDARD 2.2.0.3: Limiting Screen Time – 2011 Caring for our Children Recommendations: indicates that ch ildren should have a maximum of 30 minutes per week using technology Media, Computer Time with a maximum of 15 minutes per day, including computers, laptops, tablets, smart boards, television, movies, etc. - technology option must be offered. When whole group technology lessons are being conducted, an alternativ e non Additional Resources Illinois State Board of Education (ISBE)  – Authentic Assessment and Early Childhood Education – an Update and Resources Little Prints Center on Enhancing Early Learning Outcomes  Resources Colora do Department of Education  Results Matter Video Library  Observation: The Heart of Authentic Assessment Division for Early Childhood (DEC) Frameworks for Response to Intervention in Early Childhood: Description and Implications  National Association for the Education of Young Children (NAEYC)  s Serving Children from Birth Technology and Interactive Media as Tools in Early Childhood Program through Age 8  Early Childhood Curriculum, Assessment, and Program Evaluation  Where We Stand on Curriculum, Assessment, and Program Evaluation National Institute for Early Education Research (NIEER)  Preschool Curric ulum Decision - Making: Dimensions to Consider National Public Radio (NPR)  Q&A: Blocks, Play, Screen Time and the Infant Mind University of Illinois at Chicago ndards and Early Childhood Literacy Instruction: Confusions and Conclusions Common Core State Sta 36

37 Social Emotional Learning SEL ) is integral to every child's ability to manage feelings and to interact successfully Social Emotional Learning ( s social emotional development by with others. Identifying and talking about feelings is critical to a preschooler' children and contributing to positive social interactions and , is a p redictor of school success. In the SEL process adults acquire the knowledge, attitudes, and skills they need to recognize and manage their emotions, demonstrate caring and concern for others, establish positive relationships, make responsibl e decisions, and handle challenging situations constructively. Key social emotional skills children need as they enter school :  Confidence Capacity to develop good relationships with peers and adults   Concentration and persistence on challenging tasks  Ability to effectively communicate emotions  Ability to listen to instructions and be attentive  Ability to solve social problems SEL Instruction With quality SEL instruction, children learn to process, integrate, and selectively apply SEL skills in deve lopmentally, contextually , and culturally appropriate ways. In conjunction with a safe, caring, participatory , and responsive school climate, this can result in positive outcomes including prevention of mental health issues, , reduction in suspensions, and improved academic outcomes. Tips for quality SEL instruction that promote social interactions:  Arrange materials and classroom environment to promote social emotional competency  Create opportunities for children to interact  sitioned Think about how children are po Promote looking at each other, if cultural appropriate ly  Encourage use of names and/or appropriate physical contact  If child gets no resp onses, remind to try and try again   Remind to “play with friends” y to express their feelings  Give children the words and phrases to sa CSEFEL ) Pyramid The Center on the Social and Emotional Foundations for Early Learning ( Mode l CSEFEL developed extensive resources for teachers for use in their classrooms along with professional development. One of the ces is the resour Pyramid Model for Supporting Social Emotional in infants and young children (shown Competence ) , which at left provides a fra mework for teaching social emotional skills and targeting challenging behaviors. At the base of this model is a focus on promotion and prevention for all children . When the classroom is managed effectively, relationships have developed and supportive envi ronments are provided, and most children will be successful and develop their social emotional skills. The next layer of the pyramid, targeted social emotional supports, applies only to some children who require explicit instruction on social skills. The t op layer refers to children whose behavior is not decreased by the foundational children require targeted intervention based on their layers. These 37

38 own individual behaviors, triggers , and consequences, and require behavior support plans to help them find success. Relationships Building relationships is an important component of social and emotional development. The relationships built with children, families, and colleagues are at the foundation of everything educators do. It is important to build these relationships early rat her than waiting until there is a problem. Children learn and develop in the context of relationships that are responsive, consistent, and nurturing. Parents and other colleagues are critical partners in building children’s social emotional competence. Children with the most challenging behaviors especially need these relationships, and yet their behaviors often prevent them from benefiting from those relationships. Adults’ time and attention are very important to children her than when children are engaging in challenging behavior. All adults should work and must be given at times ot together to ensure children’s success and prevent challenging behavior. How to promote relationships:  Help each child feel accepted in the group  Assist children in learni ng to communicate and get along with others  Encourage the feeling of empathy and mutual respect among children and adults Provide a supportive environment in which children can learn and practice appropriate and acceptable  behaviors as individuals and as a group Positive Behavior A Comprehensive Positive Approach to Behavior Support for Preschool Children , published by CSEFEL , indicates that a comprehensive and positive approach to behavior su pport should include the following:  Building positive relationships  Using classroom preventive practices  Teaching social skills  Individualizing behavior intervention efforts Teaching children replacement skills  Providing specialized services  Involving fami lies  Expulsion and Suspension introduction letter and Policy The U.S. Departments of Health and Human Services and Education issued an Statement on Expulsion and Suspension Policies in Early Childhood Settings to assist states and public and private early childhood programs in partnering to prevent and severely limit expulsions and suspensions in early learning settings. Recent data indicate that expulsions and suspensions occur at high rates in preschool set tings. This is particularly troubling given that research suggests that school expulsion and suspension practices are associated with negative educational and life outcomes. Early suspension, expulsion, and other exclusionary discipline practices contrib ute - to setting many young children’s educational trajectories in a negative direction from the beginning. This has long term consequences for children, their families, and the schools that they will later attend. In addition, stark racial and gender dispa rities exist in these practices, with young boys of color being suspended and expelled much more frequently than other children. These disturbing trends warrant immediate attention from the early childhood and education fields to prevent, severely limit, a nd work to ward eventually eliminating expulsion and suspension and ensuring the safety and well - being of young children in early learning settings. Public Act 100 - 105 Suspension - Expulsion of Children Birth to Five Governor Rauner signe d Public Act 100 - 105 on August 14, 2017. The law will take effect on January 1, 2018. related to enforcement/monitoring will be specific in the administrative rules currently being developed by Detail s 38

39 the state agencies - 105 is to ensure that Public Act 100 early childhood programs engage in best The goal of . practices in their disciplinary actions by prohibiting the use of expulsions due to child behavior. Planned transitions, after documented attempts to address the child’s needs, are not considered ex pulsions. The bill also puts in place a system to track transitions, providing data to better understand the issue and identify the need for additional A frequently asked questions document can be access here . resources. Additional Resources  CSEFEL o Pyramid Model Overview (recorded webinar) o Teaching Your Child to Express and Identify Emotions o Children’s Book List o Practical Strategies for Teachers/Caregivers  Administration for Children & Families – Social - Emotional and Behavioral Health and Development are the foundations of learning  Key Components of Erin’s Law (Sexual Abuse) 39

40 Transition Plans re are many different transitions that occur throughout the early childhood years, particularly when a child The or times of change -- can be stressful, especially for enters the school system for the first time. These transitions -- have limited experiences outside the home. Moving from program to program requires families with children who adjustments. However, teachers and administrators should play a vital role in assisting children and families through the transition process by planning ahead and working t ogether. For this reason, a formal transition plan is a requirement of the Preschool for All (PFA) grant that includes kindergarten transition and transitioning children into and out of the program other than kindergarten. It should take into consideration transitions into the program from home, Prevention Initiative, Early Head Start, Early Intervention, or other settings. It should also childcare amily take into consideration transitions out of the program to kindergarten or another program setting, or when a f leaves the program in the middle of the year. This plan should be shared with the family any way the program chooses in the family’s native language. Common ways of sharing the plan include placing it in the parent/guardian handbook or sharing the information at beginning of the year orientation. A key factor in transition is to ensure the continuity in certain key elements that characterize all good early childhood education and care programs. Because of the variety of experiences children and the ir families go through in the developmental period of life, it would be reasonable to assume that easing the transition process, along with ensuring continuity, is more efficiently and effectively accomplished through community cooperation and n. Transition practices that are developmentally appropriate and specific to a given situation can be collaboratio helpful in all transitional situations. - time efforts at the end of the program year. The Procedures for transition are ongoing and not limited to one fo llowing steps should be considered when looking at and formulating a transition process:  Assess the existing transition process and procedures in your program. If one does not exist, then develop it .  Provide staff development training on transitions and their importance .  Develop strategies for informing and involving parents in the transition process .  Inform families on their rights and procedures , including confidentiality .  . Create confidentiality guidelines that are shared with other programs Encourage .  families to visit settings where the child is likely to attend Develop and/or utilize materials that outline what parents should look for in quality programs .   parents to Gather information concerning other training opportunities on transition and encourage staff and attend .  Offer training workshops to staff to discuss strategies to effectively communicate with parents of diverse backgrounds .  Develop written transition agreements with schools and other child care settings that clarify roles, transition responsibilities, and timelines . .  Develop a mentor system in which experienced parents work with newly participating parents  hem to the next Develop a packet of information about the child’s progress that the family can take with t program .  Form special groups or provide other forms of support to parents as they seek to continue to be their children’s advocate in new settings .  Become aware of and inform parents of local education and training on local program options and how to access them .  Give special assistance to migrant and other culturally and linguistically diverse families in locating services to assure a smooth transition . 40

41 Transitioning into Preschool for any family with a young child. For many parents, Going to preschool for the first time is a new experience preschool may be the first time their child will spend part of the day away from home. Often parents talk about “How will the teacher feeling anxious when their child begins preschool. Questions like “Will my child be OK?” or know what my child wants?” are typical. A parent who speaks very positively about his or her child’s upcoming experience in a new program is more likely to have a child who is successful in separating from the parent than one whose p arent expresses doubt and guilt at leaving the child. Successful transitions engage parents and teachers in developing the transition team, focusing on strengths to eceiving programs, identify goals and challenges, sharing information between families and the sending and r preparing the child for change, monitoring child and family experiences, and evaluating the transition process. The result of a successful transition is smooth placement of the child into the preschool. The transition period is a good time for families to begin visiting the PFA program. Many parents find it helpful to picture their child as part of the group and are interested in the structure of the day and what activities their child will be doing. If parents were not able to visit a ny local early childhood classrooms, give them a sense of what a preschool classroom might look like and how their child will spend the day. There are many ways to help families prepare for this new adventure into early childhood. ample of a process to develop a transition agreement if the child is going to attend the school The following is an ex dis t rict’s prekindergarten program:  The PFA program will automatically accept all birth - to - 3 program participants into its pre - kindergarten program if the fam ily has met the agreed upon initial at risk criteria. This is important because it may give - - to - parents an incentive to participate in the birth program. It also creates the opportunity for 3 uninterrupted services.  The PFA program will help parents follow the procedures necessary to establish residency in their home school district.  The PFA program should inform parents about school district health requirements and support parents in getting updated physical examinations and immunizations for their children.  The PFA program, in collaboration with the birth - to - 3 program, will assure t hat parents have an opportunity to visit the PFA program and ask questions. The PFA program will receive developmental monitor  ing information with parental consent and help parents complete required information forms.  ith parents to transfer relevant records to school districts. Parents The PFA program will work together w may play an active role by taking responsibility for delivering copies of records to the appropriate personnel in the PFA program. The PFA program will assist with transition in ways id  fied appropriate by the birth - to - 3 program or enti agreed upon by the birth - to - 3 program and the PFA program.  The birth - to - 3 program will follow up with families in the prekindergarten program to see how the child has adjusted. Transition Plan Tips for Children Entering Preschool:  Encourage positive talk  Suggest families visit the PFA program  Share pictures of preschool  Read stories about preschool  Help children feel comfortable in a group setting Encourage parents to be their children’s advocate by bein g actively involved in their education  41

42  - way communication between classroom and home such as newsletters, calendars, Provide meaningful, two , or parent handbook parent guides Allow child to attend a shorter day , if necessary   Home visits Transitio Kindergarten ning into Transition begins with forming a network of social connections that are built around supporting children and families. These connections go further than just making a connection between the preschool teacher and the kindergarten teacher. The c onnections also include building a relationship between the child and the teacher, the child and his or her peers, and the parent and the teacher. These relationships are instrumental in the success of the children and their learning. The key to this tran sition process is giving children continuity in the learning environment and the curriculum strategies that teachers use within their classrooms. This continuity process builds a comfort zone for all participants. Developmental continuity describes how we design early childhood curriculum, how we provide learning experiences that build on the child’s prior knowledge, and how these experiences flow in a natural progression across not only the preschool and kindergarten years , but also how they build through the entire primary school years. When focus is on both transition and continuity together using a team approach with the teachers, parents, and children, smooth transitions for children are ensured as they move from preschool to kindergarten and primary gr ades. Examples of Prekindergarten to Kindergarten Transition (Adapted from - Enhancing the Transition to Kindergarten: Linking Children, Families, and Schools, Kraft Sayre & Pianta, 2000 ) A national Head Start organization has highlighted the importance of continuity between programs as an element of successful transitions between preschools and elementary school. Being aware of the composition of the program that children will go to makes it possible to include activities that will be most effective for transitioning them to the next step. Increasing the communication between the staff of sending and receiving schools can also be a catalyst centered approaches grow at all levels. - for change so that more child No matter which activities teachers and administrators choose to implement to assist in the t ransition process for children and families, it is important to understand that all programs are unique and there is no single “right way” to approach transition. Each community must tailor its transition process and activities to meet the needs of the cific children and families it serves (Rous, Hemmeter, & Schuster, 1994; Logue & Love, 1992). spe Sample Preschool to Kindergarten Transition Plan I ndividualized Transition Plans Transitions are too important to be left to chance. Because not all children experience the same transitions, the program may find it needs to develop individualized transition plans for some children and their families. reliable Adjustments to important transitions are accomplished more effectively when individuals have adequate and information about what to expect and are provided with the appropriate emotional and social support. This is true for adults as well as for children. Life has many transitions or changes, such as attending school for the first time, going away to college, beginning a new job, getting married, giving birth, moving, or changing jobs. A great deal of stress can be associated with these changes. Appropriate planning and preparation during any transition can minimize the impact of stress. When the need to create an individualized transition plan is identified, the program staff should work in collaboration with each family to develop a written transition plan that ensures all interested parties have a clear understanding of what will happen to support a smooth, transparent transitio n. Transition Forms should contain the following: Reason for transition  42

43  Description of how the family feels about the transition  Ideal outcome of transition  Family strengths that will support transition Child strengths that will support transition   Activities that will support a smooth transition Community agencies that will need to participate or be informed   Questions regarding parents’ rights or responsibilities  Projected community service providers being accessed, dates the plan will be reviewed, actual dates the form was reviewed, and signatures of the parents and staff Collaboration between Prekinderg arten and Kindergarten Teachers learners and their Building the bridge between prekindergarten and kindergarten is essential to our youngest families. The following ideas provide a starting point for programs seeking to increase collaboration between prekindergarten and kindergarten.  Invite kindergarten teachers to be involved in the plan for transition from prekindergarten to kindergarten.  Discuss possible activities for kindergarten and prekindergarten classrooms to share.  Plan Family Nights together with prekindergarten and kindergarten families.  Classroom Swap! Invite kindergarten teachers to spend one day each month in a prekindergarten classroom, while the prekindergarten teacher visits the kindergarten classroom on that day. Prekindergarten teachers meet with kindergarten teachers to discuss expectations for  children going into kindergarten. Questions/topics to conside r: What do kindergarten teachers expect of incoming kindergarten ? o children o What do prekindergarten teachers think the child needs to know before leaving prekindergarten? o Compare expectations and create an appropriate list of expectations agreeable to both Illinois Early Lear ning and prekindergarten and kindergarten teachers, ensuring it is aligned with the Development Standards Illinois Early Learning Standards for Kindergarten . and the o philosophies for teaching and learning in Prekindergarten and kindergarten teachers should discuss early childhood. Additional Resources  Bridging Refugee Youth & Children’s Services (BRYCS) BRYCS Brief o Giving Young Refugee Childre n a Head Start – o Raising Young Children in a New Country – Supporting Early Learning and Healthy Development  Head Start o Transition to Kindergarten  Illinois Coalition for Immigrant and Refugee Rights (ICIRR) Syrian Community Network  43

44 Parent & Family Involvement PFA ) grantees must provide for active and continuous participation of parents or guardians of Preschool for All ( r ograms must provide and document opportunities for parent education and P the children in the program. - way communication with parents and guardians to comply with the PFA involvement as well as ongoing two . No fees will be charged for child grant , or re gistration. Research indicates that a supplies, materials, field trips successful parent education and involvement program component has multiple and varied approaches to develop a relationship with the family. Components may include:  create an atmosphere in which teachers, administrato rs, and families are all valued participants in the child’s education  cooperatively develop a mission statement based on shared beliefs  develop and implement a written parent involvement plan  workshops, field trips, and child/parent events are provided pa  rents are encouraged to volunteer in the classroom  parent education opportunities are planned  encourages all parents and guardians to be involved in children’s lives  home visits, a useful tool for developing family relationships, are scheduled regularly  le nding library for parents  toy/book lending library for children  program newsletter Communication A system should exist to facilitate ongoing, two - way communication between school and home on at least a weekly ays in which a program can fulfill the home and school communication basis, and daily if needed. There are many w requirement. Programs are encouraged to develop the system that works best for their families and their program. Defining Family Involvement , grandparents, brothers, sisters, and others living Family makeup varies widely and can include parents, stepparents in the household. Families also come from a variety of cultural backgrounds and have a variety of values and misinterpreted as indifference to children’s education. There are numerous and varied traditions. Differences can be ways to effectively engage family members in their child’s preschool experience, from asking them to help out at the school to allowing them to take an active role in de - making processes. It is critical that schools develop cision policies that are sensitive to, and reflective of, the communities they serve. ( Adapted from the Maryland State Department ) of Education Engaging Families a dapted from the Michigan Department of Education Office of School Excellence Implementation The following section has been Manual. These ideas can help you more deeply engage families in the educational process. Parent Education e educational and developmental needs and  Enhance parenting skills, knowledge, and understanding of th by activities of their children including adult parent group activities and parent - child interaction activities.  Establish policies that support and respect family responsibilities, recognizing the variety of parenting traditions and practices within the community’s cultural and religious diversity. Child Learning  Inform parents about child development, age - appropriate expectations, and the behaviors of young children.  Provide information regarding how parents can foster their child’s learning and development through parent - - home activities, and parent education groups. child interaction, at 44

45  Engage parents in a dialogue related to their observations of their child’s increasing skills and abilities. Sponsor works  hops and distribute information to assist parents in understanding how young children learn. - Include information about the Illinois Early Learning based and Development Standards and performance assessments.  and share effective strategies to engage parents in their Provide opportunities for staff members to learn child’s education. Involvement  Encourage parent volunteers in the classroom and other areas of the program and/or from home. Survey parents regarding their interests, talents, and availability, an  d then coordinate parent resources with those that exist within the program and community. Encourage parents to observe children as often as possible and to participate with children in group  activities. Educate and assist staff members in creating an inviting climate and effectively utilizing volunteer resources.  Decision Making and Advocacy Include parents in the development and implementation of program activities.  Assist parents in becoming their children’s advocates as they transition into preschoo l from the home or  care settings and from preschool to elementary school. other child Provide education and training to parents so they can understand and exercise their rights and  responsibilities concerning the education of their children. Assist parents in communicating with teachers and other program personnel so that parents can participate  in decisions related to their children’s education. Encourage the formation of parent -  teacher organizations, parent advisory committees, or other parent groups to i dentify and respond to issues of interest to parents.  Provide parents with current information regarding policies, practices, and children’s progress as - based assessment data and program evaluation procedures and documented through performance outcomes. SBE Family Engagement Framework: I The Illinois State Board of Education (ISBE) believes meaningful family engagement is a cornerstone of effective schools. Meaningful family engagement is based on the belief that parents, educators, and community members al l share responsibility for a child’s education and well - being. Families have a stake in all aspects of our education system and are key partners in every area of school improvement. ts, schools, community stakeholders and ISBE has compiled research, best practices, and trainings to give distric , - families tools to help build and expand school At the center of ISBE’s efforts is a set of family partnerships. principles and strategies, called the ISBE Family Engagement Framework . The framework recommends the following four research - based principles to encourage more systemic, sustained, and integrated engagement. The principles are: t  Develop systems that support family engagemen  Build welcoming and supportive environments  Enhance communication with parents  Inc lude parents in decision making The ISBE Family Engagement Framework is to be used in developing and expanding school family partnerships to - support child learning and healthy development. Indicators of Family Involvement The following indicators serve as a sample list of family involvement indicators. A parent/school/community and then used a survey , based on these sample indicators, could be developed nnually to gather important information about the level of family involvement satisfaction in your program. 45

46  Parents are welcome in the school and their support and assistance are sought. school.  Multiple opportunities are available for parents to be involved with Parents are partners in the decisions that affect children and families.   Community resources are used to strengthen schools, families, and child learning.  Communication between home and school is regular and two - way.  Parenting skills are promoted and supported.  Parents play an integral role in assisting child learning.  Barriers to family involvement such as transportation and language are reduced.  work together to assist Family workers, social workers, and community parent involvement specialist s p arents in obtaining services within the school district and the community. Family Involvement Records PFA p rograms are monitored periodically. As part of the monitoring process, assessors may ask to see ment. Programs should develop a system for tracking the documentation of family involvement or parent engage level of parent engagement/family involvement in their program. This information should also be used for programmatic improvement. Additional Resources  Office of Head Start’s National Center on Parent, Family and Community Engagement  School Community Network  US Department of Health and Human Services o The Head Start Parent, Family, and Community Engagement Framework 46

47 Community Collaboration ) Preschool for All ( rograms need to meet the comprehensive and some times complex needs of all families. PFA p - The process of raising and educating healthy and successful children requires a vision for community wide commitment of programs, schools, and service agencies to address the needs of the whole child. PFA p rograms , shou ld work toward building relationships with other community service providers and develop formal agreements Memorandum of Understanding (MOU) also known as that will clarify and strengthen the mutual understanding a , will have ties. PFA grantees of each entity’s roles and responsibili an MOU with the local Head Start agency. Memorandum of Understanding n MOU is a document that describes a formal agreement between two or more parties. It is not a legal agreement, A but it does indicate the establishment of a relationship. An MOU is generally recognized as binding, even if no legal claim could be based on the rig hts and obligations laid down in it. It is also sometimes called a letter of intent. For the protection of all parties, develop the written agreement before beginning services to children and families. The ership work plan. Review all agreements with legal counsel agreement can be supplemented with an annual partn before signing. MOUs with other programs can be the first step in the development of a comprehensive service delivery system. agency efforts that focus on meeti ng the needs of individual children and - The service delivery involves cross families. Today many families across all income levels are experiencing greater stress and child poverty is at record thin the community , levels. An individual program or service provider cannot view itself as an isolated institution wi p rogram should be to work in separate from family and other community services. A priority for the PFA - up system. collaboration with other service providers to develop a seamless referral and follow Programs must take affirmative steps to establish ongoing collaborative relationships that go beyond the development of referral networks. Therefore, programs are encouraged to secure a broad range of services by working together with community agencies. The following is a list of agencies you may want to consider partnering with in your community. Department Boys and Girls Clubs Local Public Health Child and Family Connections Homeless Shelters Early Intervention Law Enforcement Easter Seals Fire Department Special Educati on Services GED Providers Hospitals Community Colleges Other Prevention Initiative Universities Programs Head Start/Early Head Start Agencies offering English Language Learning Mental Health Places that offer Professional Development for Staff Agencies Domestic Violence Prevention Shelters Illinois State Police and Car Seat Checks U of I Cooperative Extension Community Businesses Crisis Nursery Drug and Alcohol Treatment Programs American Heart Association Local Publ ic Aid Red Cross WIC Libraries Health Clinics School Districts Child Care Providers Networks Food Banks All Our Kids YMCA/ YWCA Child Care Providers Faith Food Banks - Based Organizations Child Care Connection/Resource and Referral, Educational Centers, Refugee/Immigrant - s and Mutual Aid Societies Serving Agenci e 47

48 Collaboration “ By working together and incorporating diverse perspectives to create effective partnerships, communities can be alone. When communities build effective local systems through collaboration, more impactful than when they work - Plan - Act they a re better able to create change.” Partner – tate of Illinois. Examples of such collaborations include, but are not limited s Some collaboratives are funded by the Innovation Zones ; Local Interagency Councils ; and Maternal, Infant, and Early to, All Our Kids (AOK) Networks ; velopment Childhood Home Visiting (MIECHV) collaborations for coordinated intake and Community Systems De work. Other collaborations have developed organically within the community and are funded by the local service providers or a philanthropic organization. There are a variety of collaboration efforts in Illinois . Some communities have no organize d collaborations while others have multiple collaborations from which to choose to join. Each program can decide which collaboration(s) to participate in to benefit the children and families they serve. Comprehensive Plan for Collaboration will Programs provide a comprehensive plan that articulates the how collaboration with partners will benefit children and the families that are being serviced by the Preschool for All program. Plans should provide specific and s needs as identified through the weighted eligibility, and screening and targeted supports for children and famil y' dures. intake proce sses and proce s Development Community System - Early Learning Challenge grant, the Consortium for Community As an initiative of Illinois’ Race to the Top Systems De velopment was charged with completing a strategic plan for a community systems approach, a type of blueprint to help organize and extend the state’s current supports for local collaboration around early learning and Community Systems Development Plan is to develop a statewide development. The purpose of the Illinois , and eager to approach to ensuring that every child in the state enters kindergarten safe, healthy, ready to succeed to - - learn. For more information and up date initiatives , check the partner plan act website . A pilot program has been initiated in several communities using the . This approach uses ABLe Change Framework system scans and a few simple rules to direct and shape system behavior. The rules are: Engage diverse perspective   Think systemically Incubate change   Implement change effectively Adapt quickly   Pursue social justice Additional Resources  ABLe Change Framework: A Conceptual and Methodological Tool for Promoting Systems Change Build Initiative   Governor’s Office of Early Childhood Development  Illinois Early Childhood Collaboration o Checklist for Developing a Partnership Agreement/Contract  Illinois State Board of Education o Agency/Community Partnership Agreement o Prevention Initiative Implementation Manual Partner Plan Act.  48

49 Personnel s l Preschool for All ( PFA ) p r o g r am ad m i n i s tr a t o r s/child care directors a nd l t a f f p a i d by t he b l ock g r a n t m ust A l d ap p r o p ri a t e licensure and / or q u a l i f i c a t i ons f or t he po s i t i on f or w h i ch t hey a r e employed. Complete licensure ho Illinois State Board of Education requirements and answers to frequently asked questions may be found at the (ISBE) Educator Licensure webpage and Part 25 of IL Administrative Code - cator Administrative Rules for Edu Licensure. Professional Staff eachers of children ages 3 to 5 years must hold a current, registered Professional Educator License ( ) All t PEL ECE or a PEL with ECE endorsement and one of the following Early Childhood Educator ( endorsed in ) endorsements: provisional educator, alternative provisional educator, resident teacher , or visiting international educator. Special Education PFA/ Early Childhood Special Education ( ECSE ) blended cl assroom teacher holds current, registered PEL with ECE endorsement AND ECSE approval. English Learner Licensure children Preschool teachers must hold the proper license to teach preschool . Preschool teachers must hold a PEL with an Early Childhood endorse ment. By July 1, 2016, preschool teachers who provide native language/ English EL ) instruction to EL children Learner ( must also hold the EL or bilingual endorsement that corresponds with the teaching assignment. A teacher who provides bilingual instruction , which may include instruction in the home language, in English and EL, must hold the bilingual endorsement. A teacher with the EL endorsement may provide EL instruction to help EL children learn English. The teacher who provides the native language/EL in struction may be the classroom teacher or another teacher who pushes into the classroom for part of the day. A pull - out model is not generally recommended , but may be used in some circumstances. Teachers not providing these services are not required to hol d the endorsements. To provide PEL with endorsements in Early to preschool children, a teacher must hold (1) a bilingual instruction Childhood and bilingual education or (2) both a PEL with an Early Childhood endorsement and an Educator License with Stipulations with a bilingual education endorsement. English as a S To provide L anguage (ESL) instruction to preschool children, a teacher must hold (1) a econd PEL with endorsements in ECE and either bilingual education or ESL or (2) both a PEL with an ECE endorsement and an Educator License with Stipulations with a bilingual education endorsement. I n a classroom, the licensure requirements for either bilingual or ESL instruction may be met through a co - teaching or push - in model in which a licensed early childhood teacher serves as the classroom teacher and a teacher with the rsement co - bilingual and/or ESL endo teaches or pushes into the classroom, and both teachers work together to plan instruction for ELs. By July 1, 2016, all districts must have properly endorsed teachers for preschool ELs in place. Beginning school year 2014 - 15, any school distri ct unable to meet these requirements has to submit a plan using the t emplate provided to the State Superintendent of Education each year. The plan must demonstrate that the program is actively working toward recruiting and hiring fully qualified staff and currently serves preschool - age ELs . The plan must indicate without fully qualified staff. how the di strict will provide programs to meet the needs of EL preschool children School administrators responsible for the preschool program and the bilingual education program must jointly develop and monitor the plan. 49

50 TBE/TPI Progr am Director Transitional Bilingual Education ( TBE / Transitional Program of Instruction ( TPI ) Program Director who ) The oversees the program in the district should meet the requirements for administrator qualifications included under . This individual may often be someone other than the Early Childhood Director in the district. As Part 228.35(d) such, implementation of a successful preschool EL program will require ongoing communication and coordination between the TBE/TPI Program Director and the staff who oversee the Early Childhood Program. Noncertified Staff Noncertified staff (PARA) employed to assist in the instruction of children ages 3 to 5 shall meet the requirements set forth in (Endorsement for Paraprofessional Educator) or hold an approval for 23 Ill. Adm. Code 25.510(b) Section 25.15(a)(2)(J) paraprofessional educator received in accordance with (Types of Licenses; Exchange). Paraprofessionals must obtain the appropriate Educator Licensure with Stipulations . A paraprofessional educator endorsemen t on an educator license with stipulations may be issued to an individual who:  Is at least 20 years of age and ;  a General Education Diploma and has met one Holds a high school diploma or of the following requirements: o Holds an associate degree (or higher) from a regionally accredited institution of higher education (evidence is an official transcript); or o Has completed at least 60 semester hours of credit from a regionally accredited institution of higher education (excluding remedial coursework); or o Presen ts an official score report from Educational Testing Service showing a score of 460 or higher on the ParaPro test; or o Presents evidence of earning the following scores on the WorkKeys test (offered by ACT): Reading for Information (4), Writing or Business Writing (3), and Applied Mathematics (4) Parent Program Personnel Noncertified . The licensure A parent coordinator or parent educator position in PFA programs does not require a degree or Parent Coordinator/ Educator position may be filled for purposes of coordinating activities that enhance parent participation in two - way, meaningful communication with the school regarding child ’s learning and other school activities, helping parents to play an integral part in assisting their child’s learning by getting actively involved in their child’s education at school, and helping parents understand their role as a full partner in their child’s education. Administrators Cent Directors of Child Care ers offering Preschool Programs By July 1, 2017, directors of child care centers offering preschool programs funded under Section 2 - 3.71 of the School Code and this Part shall have either:  a minimum of a baccalaureate degree in child development or early childhood education or the equivalent (i.e., baccalaureate in any discipline with a minimum of 24 semester hours of credit in child development, , including relevant field experience) and a Gateways to Opportunity early childhood education, or ECSE vel II or III Illinois Director Credential issued pursuant to Section 10 - 70 of the Department of Human Le Services Act [20 ILCS 1305/10 70] (see http://www.ilgateways.com/en/credentials ) -  Or meet the req ui rements of subsection (c)(9)(E) School Administrators By July 1, 2017, directors of preschool programs funded under Section 2 - 3.71 of the School Code and this Part and administered by school districts shall hold a professional educator license endorsed for principal or general administrative issued under 23 Ill. Adm. Code 25.337 (Principal (2013)) or 25.335 (General Administrative (Through Au gust 31, 2014)), respectively. 50

51 Sample Job Descriptions Teacher program and developmentally appropriate class environment favorable to Job Goal: To create a flexible PFA learning and personal growth of children; to facilitate children’s development of communication abilities, attitudes, re success in school, in accordance with each skills, and knowledge needed to provide a good foundation for futu hild’s ability and based on the Illinois Early Learning and Development Standards (IELDS); to build strong ties c s. between home and school; to establish good relationships with parents and with other staff member  Provide learning experiences in language arts, mathematics, science, social studies, physical education, fine arts, foreign language, social/emotional development, and other subject matter suited to the needs of children. Develop and use instructional m aterials suitable for verbal or visual instruction of children with a wide  , and emotional maturities. range of mental, physical  Develop in each child an awareness of his/her worth as an individual and his/her role in the family and community. ng observation and authentic assessment of children and maintain documentation of each  Provide ongoi child’s progress and growth.  - group instruction designed to meet individual needs of children in Provide individual and small communication skills, health habits, physica l skills, and development of satisfactory self - concepts. Work with other support personnel/agencies to promote this goal.  Enrich educational program through study trips to community resources such as museums, parks, and through classroom visits by resourc e persons from the school and community. Share and interpret these experiences with children and parents.  Plan and coordinate the work of aides, assistants, parents, and volunteers in the classroom and on field trips in order to obtain the maximum benefit from their efforts.  Develop activities for parents that promote parent participation and involvement in education activities provided for their children.  ual Communicate regularly with parents by means of parent meetings, newsletters, home visits, and individ parent conferences. Interpret school program to parents in order to strengthen parental understanding of the individual  children’s needs and the school’s role in the child’s life.  behavior, attitudes, and social skills. Provide appropriate climate to establish and reinforce acceptable child  Cooperate with other professional staff members in assessing and helping children solve health, attitude, and learning problems.  , interest centers, and Create an effective environment for learning through functional and attractive displays exhibits of children’s work. Maintain professional competence through in - service education activities provided by the  istrict and d through self - selected professional growth activities.  s, instructional supplies, and food. Select and requisition books, instructional aid Participate in curriculum and other developmental programs as appropriate.   Perform other incidental tasks consistent with the goals and objectives of this position. Sample Duties for Teachers  Select a curriculum tha t is aligned with the IELDS.  Develop and implement daily lesson plans that meet the developmental, social, emotional, and intellectual needs of all children in the class.  Set up and maintain an environment in the classroom that fosters learning, including switching or rotating interest area s on a regular basis. materials in 51

52  In cooperation with other staff, carry out routine duties such as toileting, hand washing, cleanup, and supervision of children at all times, including outdoor play. Collect anecdotal no tes and portfolio items to assess children’s development using individual records .  Communicate weekly with parents through a newsletter.   Host parent meetings throughout the year on various topics. These are in addition to parent conferences. Conduct paren  t teacher conferences twice a year.  Compile a list of equipment and materials needed for the classroom and, with the approval of the center director, order the materials. Meet with the center director to help manage the grant.   to go over lesson plans and share teaching strategies. Meet with teaching assistant Teacher Assistant Job Goal: To assist the PFA teacher in developing and implementing a developmentally appropriate program for young children.  Assist with classroom learning activities.  Supervise children inside and outside, including, but not limited to, bus duty, recess, field trips, classroom activities, and lunchroom. Maintain accurate records, as assigned by teacher.   Assist with the assessment and evaluation of learning.  Assist with the prepar ation of materials for use in the program.  Assist and maintain an orderly learning environment.  Assist with identification of and attention to children’s health and hygiene.  Assist in providing individual and small - group instruction in learning activities.  Assist in communicating with parents.  Maintain strict confidentiality of student records and data. Participate in professional development.  Accompany teacher on home visits.  Perform other incidental tasks consistent with the goals and objectives of this p osition.  Parent Coordinator/Educator Job Goal: The purpose of the position of Parent Coordinator is to work with the teachers, administrators, and parents to coordinate and advocate for family involvement to facilitate children’s learning.  cher in planning and implementing programs and services offered. Assist the tea program as a place that invites participation and partnership through the development PFA  Establish the of a wide variety of “welcome” activities for parent/families. Conduct a variety of pro grams for parents and children at flexible times of the day to accommodate parent  needs.  Facilitate parent education, playgroups, and family development programs. -  records for all meeting agendas, facilitators, presenters, and meeting attendance ( e.g., parent sign Maintain in sheets ) .  Conduct home visits and provide support to parents and their children.  Coordinate resources (e.g., transportation, child care, etc.) for the purpose of providing the parent an opportunity to become an active participant in sch ool activities/organizations.  Evaluate effectiveness of program activities periodically and keep current with trends and developments in the field.  Recommend and arrange for new programs as need.  Collaborate with local and state agencies. Maintain needed s upplies and equipment for program activities.  52

53 Perform other incidental tasks consistent with the goals and objectives of this position.  Additional Resources  Educator License w ith Stipulations(ELS): Endorsed as a Paraprofessional Educator  Illinois Licensure Testing System (ILTS) - Teacher, School Service Personnel and Administrator Licensure Testing 53

54 Prof essional Development Professional development (PD) is defined as activities designed to enhance the professional knowledge, skills, and children P rograms are required to have a . attitudes of educators so that they might, in turn, improve the learning of for all staff members, including teachers, paraprofessionals, and parent coordinators written PD plan , in order to growth . The following points are necessary to complete support continuous quality improvement and professional the plan: Determine the professional needs and interests of each staff member within the program. This information  may be obtained through an annual staff survey, program monitoring, or a staff membe r’s individual evaluation.  Develop an annual written plan that addresses each staff member’s professional needs and interests. PD , but are not limited to: district or agency in - service/training, outside consultants, opportunities may include book studies, webinars, coaching, professional learning communities, classroom observations, or graduate courses.  Plans should be created collaboratively with staff member and administrator in order to reflect both professional interests and professional needs. Prof essional Development Resources ISBE The Illinois State Board of Education ( provides funding to different technical assistance projects throughout ) the state. These projects are designed to meet the professional development needs of staff working in Preschool for All ( PFA ) programs. ter of Professional Development Early Childhood Cen The Early Childhood Center of Professional Development (ECCPD) at the Illinois Resource Center works directly with ISBE’s Early Childhood Division to provide professional development opportunities for educators whose work is funded in whole or part by the state’s Early Childhood Block Grant . A calendar of prof essional programs, and posted on the development opportunities is printed each school year, distributed to the PFA ECCPD website. Educators may register online, by regular mail, or by fax. The calendar and website are updated monthly. The professional deve lopment offered is intended for administrators, teachers, paraprofessionals and , s s working with children birth through age 5 other and cover such topics as language/literacy development, , observation and assessment, curriculum, and social and emotional dev elopment. Most workshops are offered during the week, although some are scheduled in evenings and on Saturdays. Early Choices Early CHOICES is operated through a grant awarded by ISBE to the School Association for Special Education in DuPage County (SASED); 100 percent of annual funding for the project is from federal sources. Early CHOICES s is the Preschool Least Restrictive Environment ( LRE) initiative and provide professional development and technical assistance to the early childhood community in Illinois. Early CHOICES assists ISBE in meeting local its needs by providing services throughout Illinois. Early CHOICES partners with the other technical assistance , such as Illinois STAR NET and projects serving the early childhood community . ECCPD Illinois Early Learning Project The Illinois Early Learning (IEL) Project and website are funded by ISBE and managed by staff at the University of Illinois at Urbana Champaign. IEL is intended for early care and education professionals and parents who care for - children ages birth through age 5. A variety of resources for early care and education professional s and parents can be found on the IEL website in English, Spanish, and Polish. Resources include Tip Sheets on high - interest topics; links to activities, videos, and resources to help implement the Illinois Early Learning and Development Standards; a state wide calendar of training events; and responses to questions about topics related to early education and development. The website also features responses from IEL Director Dr. Lilian Katz to questions from parents and teachers. 54

55 Illinois STAR NET p rovides a variety of opportunities for personal and professional growth for those working in Illinois STAR NET early care and education settings with young children ages birth to 8, with an emphasis on children with special needs. STAR NET, operated through a federal grant awarded by ISBE, provides training workshops and funding opportunities , and resources conferences, technical assistance and consultatio n, linkages and networking, y in Illinois. Six different STAR NET regions make up the state and the regionally to the early childhood communit will identify the appropriate region for your district. Regions Map The Center’s Librar y The Early Childhood Library has more than 2,500 books, videotapes, and periodicals specifically related to early childhood issues. Additional Resources Gateways to Opportunity: Illinois Professional Development System   Illinois Head Start Association and Referral Agencies (INCCRRA)  Illinois Network of Child Care Resource  Illinois Principal Association  Lead Learn Excel Library  McCormick Ce nter for Early Childhood Leadership  The Center: Resources for Teaching and Learning  Conference Descriptions  The Early Intervention Training Program  The Ounce of Prevention Fund 55

56 Budget, Financial and Reporting sist administrators in developing and submitting an This section provides guidance and information to as effective budget and in successfully administering the fiscal requirements of the grant. An appropriate/cost - budget worksheets overview of general fiscal and grant administration requirements is included, as well as sample and help/tip sheets for the electronic submission of applications, budget amendments, and expenditure reports. Illinois State Board of Education Web Application System Preschool for All ( PFA Annual grant applications are created each f iscal year in the Illinois State Board of ) Education (ISBE) Web Application System ( ) . The ISBE Helpdesk may be contacted by calling 217/558 IWAS - 3600. Project Timeline Project Begin Date – T h e cale nd ar d ate a t w h ich a g ra n t reci p ie n t may b e g in to c ondu ct acti v i t ies a n d e n c u m b er to ob g ati o n s t h at will b e c h ar g ed li a state o r fe d eral g ra n t. Obligation of funds cannot begin prior to the project begin date. If the continuing application has not been submitted by July 1, funds cannot be obligated until the application is submitted . The start date of the project cannot precede the beginning o f the fiscal year for which the funds are appropriated. The project begin date is the date submitted to ISBE in a substantially approvable form or July 1, whichever is later. ob Project End Date - T h e c a le nd ar d ate at w h ich a g ra n t reci p ie n t m u st e n d all acti v ities a n d e n c u m b er at li g ati ons t h r will e c h ar g ed to t h e state o r fe d e b al g ra n t . A project end date change is necessary if a grant recipient is unable to obligate and/or complete all the activities included in the approved budget on or before the original project end date (normally June 30). Please see information on Budget Amendments below. End dat e extension is not necessary if all activities are completed/obligations encumbered and only liquidating outstanding obligations. Joint Agreement/Cooperatives n are defined as a c o llecti o n o r c on s o rti u m o f at least two o r m o re L o cal E du cati o n A g e cies Joint Agreements (LEAs) to o rm a m and ated ser v ice o r f un cti o n erf m or e e qu ita b ly o r efficie n tl y. p Licensed Sites or Exempt Sites If any classrooms will be at sites that are exempt from Department of Children and Family Services (DCFS) licensure, the exempt sites page must be completed. Exempt sites include school districts, Regional Offices of ROEs are required to have and other exempt public entities. If any classrooms will be at sites that Education ( ), DCFS licensure, the licensed sites page must be completed. On either page, number of classrooms is referring to physical classrooms, not sessions. All classrooms, regardless of funding stream (PFA, tuition, Early Childhoo d Special Education, Head Start, etc.) that have at least one PFA child enrolled should be counted. Programs in child care centers must have a current and valid license from DCFS . Budget Considerations Budgeting is a project plan in which ideas, goals , and objectives are translated into expenses that are segregated by Function and Object per ISBE’s Part 100 Requirements for Accounting, Budgeting, Financial Reporting and Auditing . ISBE’s State and Federal Grant Administration Policy, Fiscal Requirements and Procedures document outlines necessary information in overseeing a grant. The budget is of equal importance to the narr ative and can be approached as an important final check in clarifying the practical application of the program. Careful deliberation should go into completing the budget section. No budget, when submitted, can be more than an “informed estimate” of the cos ts e to be incurred , but careful budget planning will nsure that the financial support requested will be adequate to carry out the goals of the project. The approved budget connects the proposed expenditures to program activities and objectives. 56

57 Before de veloping a project budget, the writer must fully understand all of the state and federal rules and regulations , and that govern the program. This includes allowable direct costs, indirect costs, assurances, project forms instructions and what changes are p ermitted in a budget once the project is approved. The project writer should contact staff at the local level or at ISBE who understand the rules and regulations and can provide assistance to include the information that is necessary in the final document. A complete copy of the approved application, approved budget, and all approved amendments must be maintained by the grant recipient. These documents and other supporting information must be maintained for a minimum of be low ) and will be used by ISBE staff to determine fiscal and program compliance. three years (see Record Retention Any changes/corrections must be properly documented (via electronic review checklist, email, notes on the budget breakdown or budget summary) and changes noted at the grant re cipient level. , Note: All activities and obligations that will be charged to the approved grant must occur within the project begin and end date. Supplement vs. Supplant M ost federal - and state - funded programs specify that only supplemental costs may be c harged. Those funds are intended to supplement (i.e. in addition to) and not supplant (i.e. , replace) local funds. Local districts are required to , maintain, in each eligible attendance area, a level of expenditure that is at least equal to the level of ex penditure that would be maintained if federal/state funds were not being expended in that area. No project or activity can be approved if it proposes to provide a service required by state law. For example, any for children with disabilities cannot be approved because special education project to singly provide special education is required by state law with special funds appropriated to pay for it. In like manner, basic kindergarten programs cannot be approved for the same reason. In most cases, compen sation for supervisory personnel (including superintendents of schools, directors of education, supervisors of instruction in regular curriculum areas, and principals) falls within the category of expenses that would be incurred if a school were not partic ipating in a federal/state - funded program. This would not be eligible for reimbursement unless additional administrative personnel are necessary and hired specifically for that purpose. Extreme care should be taken in determining the applicability of the c harges to the federal/state program. Payrolls must be supported by time and attendance or equivalent records for individual employees. Salaries and wages of employees chargeable to mo re than one grant program or other cost objective will be supported by appropriate time distribution records. Supplement, Not Supplant Tests To determine whether an expenditure supplements and not supplants, grant recipients must run these three tests. Expenditures must pass all three tests to truly be supplemental. – Test I: Required Is the program or activity that the district wants to fund required under state, local, or another federal law? If it is, then it is supplanting. Test II: Equivalency – W ere state or local funds used in the past to pay for this program or activity? If they were, it is supplanting. Test III: Non - Title I Programs – Are the same programs or activities being implemented in other schools that do not receive Federal funds (e.g. Title I) AND are these programs and activities being paid for with state or local funds? If yes, then this is supplanting. Budget Detail Page The budget detail page is to be used to indicate itemi zation and descriptions of budget expenses that are to be listed and identified within the proper Function Code/Object Codes. This page also indicates the current fiscal year’s es the full allotment, leaving a $0 us allotment of funds for the PFA program. Programs should plan a budget that allotment remaining indicated. NOTE: If a SAVE button is not visible at the bottom of this page, please select Page 57

58 Lock Control at the top of the screen to be sure all sections are unlocked, which allows changes to be made on the other tabs. Failure to save each page as it is completed will result in data loss.  Function Codes/Object Codes p PFA C odes when compared to other ISBE s tate and o rograms have limited Function and Object found at Detailed Function Descriptors . When entering f ederal programs. A detailed list can be budget line items, Function and Object Codes are the first two columns to be completed. The Instruction box in the top right corner of the page will identify additional specific instructions for the entire page. Expenditure Description an d Itemization  This textbox is intended to indicate itemization and descriptions of budget expenses. An appropriate o level of detailed information should be entered for each Function/Object Code selected. Examples in Instructions and Examples for Completing the Budget of appropriate levels of detail are located . Providing an adequate description will facilitate the approval process. Inadequate detail Detail Page ication being returned for additional information. will result in the appl ECBG Funds  o Indicate the total amount requested for each Function/Object Code. The total amount in this cell must match the itemization included in the Expenditure Description cell. Expenditure amounts sh ould be in whole dollar amounts only. Delete Row  If a line of detail needs to be removed, select this checkbox, then click the “Save Page” button. o Create Additional Entries  o If additional lines of budget detail are needed, click the “Create Additional Ent ries” button located at five additional rows of budget the bottom of the page. Each time this button is clicked it will add detail cells. Calculate Totals  o When the Budget Detail Page is complete, click the “Calculate Totals” button at the bottom of the e. (Important: Clicking on “Calculate Totals” does not save the information. ) pag SAVE  Please verify all data entered is correct and all allocated funds are appropriately budgeted. Save must o be clicked before leaving the Budget Detail Page. t is not applicable to state - funded PFA . Note: Indirect Cos Note: It is allowable to have multiple function/object rows. Example: function 1000/object 100: staff for Lincoln school; function 1000/object 100: staff for Washington school, etc. Salaries and Benefits (Objects 100 and 200) When budgeting for salaries, plan to budget for the proportionate amount of benefits. If a staff member is shared und with another program/grant, the proportionate share of salaries and benefits should be charged to each grant/f source. The program should also maintain Time & Effort Logs to support the allocation charged to each grant. Specific documentation must be maintained at the program level for audi ting purposes. Professional teaching staff who hold a registered Professional Educator License and who work in a PFA program whose fiscal agent is a school district or program may participate in the Teacher Retirement System (TRS ). ROE s tate grants, TRS is paid by a special appropriation and only the “over - and - above” costs for TRS can be For included on a s tate grant budget. TRS may exclude positions such as parent coordinators, parent educators, or teacher assistant(s)/paraprofessional (s), including any who may hold teaching degrees and educator licensure. TRS program rules and regulations guide the use of TRS on PFA budgets. For more specific information, please contact TRS . The Illinois Municipal Retirement Fund may be available to those not covered by TRS. General Administrative Expense s (Function 2300) 23 Illinois Administrative Code 235 In accordance with , the budget shall specify no more than 5 percent of the total grant award used for administrative and general expenses not directly attributed to program activitie s. A higher limit 58

59 not to exceed 10 percent may be requested by the fiscal agent, who has provided evidence that the excess administrative expenses are beyond its control and that it has exhausted all available and reasonable remedies to itation. Requests must be submitted each fiscal year, contain detailed rationales , and be made prior comply with the lim to submission of the online application/amendment. Upon approval and subsequent submission, the approval must n a textbox on the Budget Detail Page. If a 10 percent exception has be noted in the district comment box or withi been approved for Function 2300, the budgeted cell may not exceed 10 percent of the total grant allotment in the Final Expenditure Report. Reimbursement (Function 2560) Daily Snack/Meal half - day programs to provide one snack and PFA requires full - day programs to provide one meal AND one snack. While PFA funds may be used for these meals, programs are encouraged to apply for reimbursement under the School Child and , , Special Milk Program (SMP) , Breakfast Program and/or the National School Lunch Program (NSLP) Adult Care Food Program (CACFP) . School districts are eligible to participate in the NSLP, SMP and the CACFP. Child care centers are eligible to participate in CACFP and SMP. For more information about these programs, visit the School Nutrition Programs website . Note: I f an LEA is approved for any of the Child Nutrition programs, it cannot also be claimed on the grant. That - would be double dipping and is not allowable. ent/Capital Outlay (Object 500) Equipm Equipment is one of the items ident Part 100 Requirements for Accounting, ified as a “capital asset” under ISBE’s Budgeting, Financial Reporting and Auditing to describe an instrument, machine, apparatus, or set of articles that meets all of the following criteria:  Under normal conditions of use, including reasonable care and maintenance, it can be expected to serve its principal purpose for longer than 12 months  D oes not lose its identity through fabrication or incorporation into a d ifferent or more complex unit or substance  I s nonexpendable; that is, if the item is damaged or some of its parts are lost or worn out, it is more feasible to repair the item than to replace it w ith an entirely new unit R and character through use  etains its appearance H ld adopted by the school board  as a cost equal to or in excess of the capitalization thresho Capitalization threshold means a dollar figure above which the cost of an item will be depreciated. nd clearly labeled “Purchased with PFA Funds, Year . ” In a All equipment must be inventoried a audit review , an n external auditor may ask to see the PFA Inventory, accompanying receipts and the items on the inventory to ensure , proper labeling has occurred. The Inventory Register of items purchased with PFA funds must include:  Description  Serial number or other identification number  Funding source for purchased property  Who holds title Acquisition date and cost  Location, use , and condition of property   Disposition date In addition to the inf , including Acquisition Cost, Current Fair Market Value, ormation above, more definitions Purchase, Inventory, Management and Disposition of Equipment , and the right of ISBE to transfer equipment if grant activities cease to exist, may be found in Section B: Equipment of the Fiscal Requirements and Procedures document. Examples of Unallowable Expenditures Gift cards  59

60  Promotional items of any kind Graduation/ romotion - related expenses p  Itinerant services provided by special education staff (should be covered by special education funds)  Compensation for principal, assistant principal, superintendent, directors of child care centers, etc.  (Exception: PREK ONLY Early Childhood Center) cle purchase  Vehi Building purchase or any other permanent structure (Rent may be allowable, if there is a need for space that  is NOT already owned by district/fiscal agent.)  Tuition reimbursement  Out - of - state travel  may be an allowable expenditure. Consult with your program consultant for more Playground equipment Consumer Product Safety Guide and information and guidelines. Programs are cautioned to consult with the - Revised Early Childhood Environment Rating Scale Guidance on playgrounds befor e making a purchase decisions. Payment Schedule In accordance with applicable regulations for each program, payments should be requested to meet actual cash needs of the project. All payment requests should be based on the projected date of expenditures. When completing the Payment Schedule on a state application/amendment, indicate the amount needed in each month of the program, beginning with the first full month of the project and ending with the last full month of the project. Payments cannot be requested before the project begins or after the proj ect ends. Note: Salaries and fringe benefits are normally expended in equal intervals and should be projected in this manner. When teachers are paid on a - month salary basis and the project period is for nine months, the three months’ 12 ated fringe benefits paid after the project ends (and AFTER the service has been rendered/activity has salaries and rel and in - service , occurred) should be included in the last project payment. Equipment, supplies, contracted services uested in the month for which the expenditure is anticipated. activities should have the payment req When a revision of the original payment schedule is necessary, a revision may be included on an amendment (see s below ). Formal notification with any payment revisions to the remaini Amendment ng payments will be acceptable 30 days prior to the project ending date. Any increase must be reflected in another month as a decrease. Payment schedules should be equal to the project budget. ay be found in ISBE’s Financial Reimbursement Additional information regarding ISBE vouchering of payments m Information System (FRIS) FRIS Inquiry Quick Help Guide is available to help programs navig ate. . The Note: The ISBE “Voucher Date” is not the same date on which the Illinois Comptroller processes payments. The O Illinois FRIS Inquiry . Please see the date disbursements are released from the Comptroller’s ffice can be found on Comptroller Vendor Inquiry page for additional payment information specific to your program. Expenditure Reports Expenditure reports are utilized by ISBE primarily as a program accountability and cash management tool. Expenditures must always be reported on a cumulative (i.e. year - to - date) basis from the project begin date through , a specific period of time. Public Act 96 - 0795 effective July 1, 2010 , requires that state grant recipients with awards in excess of $25,000 must submit quarterly expenditure reports to reflect the progress of the grant program. A ll grant recipients, regardless of 60

61 the amount awarded, will be required to submit quarterly reports. Expenditu re reports can be submitted more often than quarterly. Grant recipients with approved access to IWAS must submit expenditure reports electronically via the Electronic Expenditure Reporting System. Notification of required expenditure reports a courtesy, reminder email is sent via Electronic Expenditure Reporting from the Division of Funding and Disbursement Services. Please review the for more information. Quick Help Guide Effective with fis cal year 2013 projects and thereafter, all state or federal grants will be required to submit additional expenditure information if ALL of the following conditions are met: The project e nd date is AFTER June 30   The expenditure thru date is AFTER June 30  The expenditures are greater than the June 30 reported expenditures Grant recipients must report the split of expenses for obligations/activities June 30 and prior compared to July 1 and after. Any amount reported in an expenditure account (cell) not b udgeted or not within the acceptable expenditure variance will not be accepted . Failure to submit an acceptable report will result in the delay of current payments. Expenditures and obligations in excess of the total project budget will not be allowed. Expenditure reports are due 20 calendar days after the expenditure through date. Reports not received by the due date will result in project funds being frozen until an acceptable report is submitted. Due Reporting Project Begin Date Report Quarter Through: Date 1 October 20 September 30 2 January 20 December 31 April 20 3 March 31 June 30 July 20 4 Excess Cash on Hand Excess cash on hand is determined by comparing the amount disbursed by ISBE to date, not necessarily received, indicated on the grant recipient’s expenditure report minus the total amount expended and obligated on a cumulative basis for the reporting perio d. A positive balance indicates excess cash on hand. This amount will be withheld from the next scheduled payment(s). The amount of excess cash is placed in reserve and will be released when a subsequent cumulative expenditure report is submitted with a ze ro or negative cash fund balance. The payment schedule should be submitted based on the actual cash needs of the district. Lump sum, or semiannual, If the quarterly payments are not appropriate unless a unique expenditure obligation warrants such disbursement. payment schedule has been prepared in a reasonable manner, excess cash on hand should not occur. Final Expenditure Reports A final expenditure report is defined as:  the project end date equals the cumulative expenditure through date  there are no ou tstanding obligations reported If a completion report is submitted with outstanding obligations, then a final expenditure report that reflects total project expenditures (with all prior obligations liquidated) must be submitted no later than 90 calendar days after the project end date. Failure to submit this final expenditure report in a timely manner will result in project funding being withheld for the current and subsequent year until the report is received. 61

62 A revision of a final expenditure report w ill not be accepted unless extenuating circumstances warrant a revision . A request to revise a final expenditure report must be submitted in writing or via email to the Division of Funding and Disbursement Services staff for approval. Carryover/Return of Funds Carryover of funds is not allowed for state - funded programs. If any PFA program will not/cannot expend all program d ivision will assist the program in funds, please contact the ISBE Early Childhood Division as soon as possible. The filing a “downward” amendment for the amount of funds that will not be expended. PFA funds that have not been expended for the project year must be returned to ISBE. Unexpended funds “lapse” and will be returned/credited to the State General Revenue Fund. The Division of Funding and Disbursement Services will request funds to be returned when the amount to be returned on a grant is more than $50, unless d specific grant provisions require otherwise. The w procedures as prescribed in the Illinois Grant ivision will follo Funds Recovery Act [30 ILCS 705] . Amendments All amendments must be submitted in IWAS and are due to ISBE 30 days prior t o the project end date. Specifically, if the project end date is June 30, the amendment is due by May 31. A project with an end date of August 31 has an amendment due of no later than August 1. Amendments must be received prior to the obligation of funds b ased on the amendment. Amendments are required for:  The scope of the project is expected to change (Example: The program changes f rom a traditional program to a blended program, or a half - day program is extended to become a full - day program) , 000, whichever is greater  The expecte d expenditures exceed the budget cell by 20 percent or $1  A new expenditure needs to occur and it has not already been budgeted (opening a previously unbudgeted cell)  Closing a previously budgeted cell Additional funds have been a llotted or returned on either a one -  time or continuing basis Amendments are not required for:  - month salary An end date extension past June 30 is NOT needed for regular term staff salaries paid on a 12 schedule  An end date extension past June 30 is NOT needed to pay obligations (e.g., purchase order for supplies) incurred June 30 or prior  An end date extension past June 30 IS NEEDED for new activities and obligations incurred July 1 or later (e.g., Summer School, Professional Development) endment/payment schedule replaces the one prior. Include all budget cells (even the ones that are Each budget am not changing) and a new payment schedule (even if it is not changing) on the Budget Summary and Payment Schedule. Outstanding Obligation s An outstanding ob ligation is any liability for which funds are committed prior to the end of the reporting period and is expected to be paid within 90 days. See State and Federal Grant Administratio n Policy for further guidance. R equests for Additional Funding In the event extra Early Childhood Block Grant funds are available, district/program requests will be considered. Please email [email protected] to request a copy of the Additional Funding Request form. 62

63 Grant Accountability and Transparency Act (GATA) The purpose of the is to increase accountability and Grant Accountability and Transp arency Act (GATA) transparency in the use of grant funds while reducing the administrative burden on both state agencies and grantees. - redundant process to establi The law provides for the development of a coordinated, non sh effective and efficient oversight of the selection and monitoring of grant recipients, ensuring quality programs; limiting fraud, waste, and abuse; and defining the purpose, scope, applicability, and responsibilities in the life cycle of a grant. Illino is state agencies are in the process of implementing the requirements of GATA. Please visit ISBEs GATA page for more information on the current fiscal years GATA registration and reporting requirements. All grantees must complete the registration process and be qualified annually to do business with the state of Illinois. Record Retention The grant recipient shall retain records fo r three years from the final date of filing a claim. ISBE can re - compute within three years from the final date of filing a claim for reimbursement to any school district if the claim has been found to be incorrect and can adjust subsequent claims accordin gly, as well as to re compute and adjust any such - six years from the final date for filing when there has been an adverse court or administrative agency claims within decision on the merits affecting the tax revenues of the school district. However, no suc h adjustment shall be made regarding equalized assessed valuation unless the district's equalized assessed valuation is changed by greater than $250,000 or 2 percent . [105 ILCS 5/2 - 3.33]. All purchase orders, time and - effort sheets, and other supporting documentation must be retained at the local level - and must be available for review or audit any time within the three years after termination of the project or until the local entity is noti fied in writing from ISBE that the records are no longer needed for the review or audit. Records may be disposed of:  after their individual retention pe riod is complete  providing any local, state, and federal au dit requirements have been met  s they are not needed for any litigatio n either pending or anticipated as long a  and, if they are correctly listed on a Records Disposal Certificate submitted to and approved by the approp riate Local Records Commission The responsibility for retention and destructi on of records is shared between the ISBE and the Local Records - year period, a fund recipient must contact Commission. Prior to the destruction of any records following the three uilding, Illinois Secretary of State, the Local Records Commission, Illinois State Archives, Margaret Cross Norton B - 7075. Springfield, IL 62756 or at 217/782 Financial Audit/Monitoring The ISBE Division of Federal & State Monitoring periodically reviews PFA programs. Funds used to provide for salaries, supplies, professional development , and costs associated with the program will be audited. More details are available by reviewing the Federal & State Monitoring Division’s checklist . Inappropriate expenditures could result in audit findings and funds may be required to be returned to ISBE. More information can be found in the State and Federal Grant Administrati on Policy, Fiscal Requirements and Procedures . Required Audits section of the Student Information System: Early Childhood Data All PFA programs are required to enroll their children in the ISBE Student Infor mation System ( SIS ) . Child data must be entered at pre determined periods throughout the school year based upon an ISBE reporting timeline. Early - childhood data to be entered includes homeless status, English Language Learning , arly C hildhood O utcomes E tem (ECOS) , enrollment data, and other demographic information. Sys 63

64 child , collect demographics, collect The SIS system is designed to assign a unique Student Identifier (SID) to each , track from school to school and district to district performance and program participation data for each children child within Illinois, and to report timely and accurate information and data through standardized reporting capabilities. - related information electronically from school districts. The result This system serves as the vehicle to collect child of successful implementation is the ability to provide the state education agency, state and federal entities, the education community, and the public with timely and accurate data collection and reporting for , school s, children school districts, and the state. The SIS application allows authorized users at school, district, and ROE sites to access the system via IWAS. This application facilitates the assignment of an individual SID through secure online web forms or mass ass ignment of SIDs through batch processing. The s tatewide SID web application is designed from the user’s perspective to include all the function necessary to perform the user’s role effectively and efficiently. For more information about SIS or to view a S IS training calendar, visit https://www.isbe.net/Pages/Student - Information - . System.aspx Data Elements Student Demographics  Race and Ethnicity Codes for SY2011 and After  Lineage Suffix Codes Student Enrollment  Entry - Grade Level Codes  Enrollment Type Codes  Program Indicators  Household and Income Form  Notice for Reporting Socioeconomic Status in the Student Information System Language Codes  Language Codes by Alpha  Ear ly Learning Early Childhood   Early Childhood Validations Reference  Student Data for ECOS  Special Education ECOS Decision Tree  Special Education ECOS Forms and Instructions Exit Enrollment Exit Type Codes Student Health Data Immunization/health examinations are - 12 as per compliance with PA 097 - 0910 (105 required of all children PreK ILCS 5/27 - 8.1) (from Ch. 122, par. 27 - 8.1). Please complete the online survey providing immunization and physical examination data as of October 15, or an earlier exclusion date esta blished by your district/school, and submit the completed survey to ISBE by November 5 of each calendar year. All student counts for polio, DTP/DTaP/Td, Tdap, measles, rubella, mumps, hepatitis B, Hib, varicella (chickenpox), pneumococcal, and meningococc al are to be reported for the specific grade levels required by law to be immunized. More information can be found in the Immunization/Health Examination section of the Health Requirements/Student Health Data webpage and in the Student Health Data: Immunization System IWAS User Guide . Special education children should be reported by sending school. the home or 64

65 Employment Information System In 2013, ISBE retired the Teacher Service Record data collection system and replaced it with the Employment Information System (EIS) for district use in reporting data for teachers, administrators, and other employees. Through EIS, not only can data be ent ered and edited using online screens, but it can also be submitted via batch file. EIS also licensed allows data to be reported continually (no closed periods during a school year) for both licensed and non - employees. Further, EIS incorporates the administ rator, teacher, and benefits data that school districts are required to report by October 1 each year, per Sections 10 - 20.47 and 34 - 18.38 of the School Code. Additional information can be found here . 65

66 Program Accountability PFA Request for Proposals Preschool for All ( ) Programs are required to implement with fidelity all components of the (RFP) and the continuation e Illinois Administrative Code and align programming - grant. They must also follow the Birth to Five Program Standards as agreed to by signing th e PFA Grant Assurances. to A to ensure that they are complying ssessors will make regular monitoring visits to observe and evaluate PFA programs . Monitoring visits are typically conducted on a three - year basis. with grant requirements and meeting quality standards - week period The assessor assigned to monitor a program will make contact in advance of the visit to identify a three during which the visit will take place and to provide the program with needed information. Both the administrative and classroom c omponents of the program will be monitored. The visit consists of two parts, which include: ECERS  the Early Childhood Environment Rating Scale 3 ( Classroom observations using - 3 ) . Typically, it takes an entire class period to complete the classroom observation Early Childhood Block Grant  Program compliance assessment using I llinois State Board of Education (I SBE ) 3 - 5 Compliance Checklist Tips for Compliance Monitoring and attend training on the monitoring Progra ms are encouraged to review ISBE’s Tips for Compliance Monitoring Childhood Center on Professional Development tool provided by the Early prior to the monitoring or STAR NET visit. Initial Continuous Quality Improvement Plan - up reports, indicating findings based on ECERS Programs will receive follow 3 and t he Compliance Checklist. - Instructions will also be included to assist in developing a two - part Continuous Quality Improvement Plan ( CQIP ), which should be developed collaboratively by program staff, administrators, and families. The CQIP will address 5 Focus Areas of the (ECERS - 3 ) the program indicates needs improvement for each year following the monitoring visit and all areas of the compliance (Compliance Checklist). Programs will have 30 days from receipt of the follow - up reports to complete both t ECERS - 3 and Compliance Checklist CQIPs and return them to ISBE. A CQIP he Instructional Webinar , CQIP Training & Technical Assistance Resour ces , and an example of an ECERS - 3 CQIP are on the ISBE under accountability. Early Childhood web site Both CQIP documents must be electronically signed by the program Authorized Official (as indicated in the current year’s approved PFA Grant) and submitted to [email protected] . After receipt, ISBE will review and communicate ay be necessary in order for the CQIPs to be approved. changes which m 66

67 ing CQIP Yearly Review Compliance Checklist and ECERS - 3 CQIP documents must be electronically signed by the program Authorized st g rant) an d submitted to [email protected] . by May 31 Official (as indicated in the current year’s approved PFA . Compliance Checklist CQIP should address all compliance items by the following school year. Updates on your Compliance Checklist should be submitted to ISBE yearly. The ECERS - 3 CQIP will be updated with follow up comments that indicates progress made during the program year. Programs should chose five new focus areas for - their ECERS 3 CQIP in years two and three follo wing the monitoring visit. Please view the CQIP instru ctional webinar for detailed instructions. Coaching indings from the PFA monitoring visit may result F in programs being invited to participate in the PFA Coaching Project. The project is funded by ISBE through the Illinois Resource Center at no cost to programs. P rograms and resources receive support, on site visits , - from the PFA Coaching Project to assist in the process of continuous program improvement. PFA coaches are experts in the field o f Early Childhood Education and have extensive experience with PFA. Programs previously participating in the PFA Coaching Project have shown strong - up monitoring scores. improvement in follow 67

68 Program Self - Evaluation - ach program must have a written, annual self evaluation to determine if In addition to monitoring from ISBE, e progress is being made toward achieving all required components of the grant. Information gathered through this evaluation should be the basis for the program’s continuous qualit y improvement. This annual self - evaluation self - process should inform its individualized staff development plans and can also be used to revise the program’s CQIP. Methods of program self - evaluation may include some or all of the following: parent survey of the program’s services  staff survey of the program   review of the children’s progress using their developmental assessments and portfolios self - review of the program and classroom(s) using the Compliance Checklist and/or a program quality tool ,  such as the ECERS - 3 or CLASS  review of the program’s current CQIP that but is not limited to: may be collected includes , Information Where are we?  o An understanding about the program and its current conditions through an analysis of current program and po pulation served data.  What has been accomplished within current program goals?  What resources supported these accomplishments?  What accomplishment goals have yet to be reached?  Where do we want to be? bjectives, specifically identifying children and o Establish or update program goals and measurable o families to be served, the program’s demographics, and desired outcomes for serviced populations.  What has not yet been accomplished?  What new goals need set? How do we get to where we want to be?  o Identify what is needed to help meet the goals.  What resources are needed ( e.g., staffing , funding , equipment , stakeholders’ support, school/district/state support, community support) ?  What services should be delivered?  What is the quality of instructio n and curriculum?  What is the timeline for completing steps toward goals?  How do we know if we are getting there? , with movement toward accomplishing goals o An analysis of accomplished activities given timelines and objectives. What is the status of the goals compared to initiation of working towards goals?  After the self - assessment data is gathered, the program should summarize its findings in a written document and set new goals and objectives for the next program year. The new or revised goals and objectives could be added to the current CQIP or a new CQIP could be written. After the new or revised CQIP is in place, programs should determine who will review the goals and objectives to monitor progress. ExceleRate Information ExceleRate Illinois is the state’s quality rating and improvement system for early learning and development programs that serve children from birth to age 5. ExceleRate unifies all of the state’s early learning programs under a common set of standards across multiple settings to provide families with important information about quality early learning programs in their community. ExceleRate is a comprehensive system that includes Licensed Child Care Centers, PFA programs, Head Start/Early Head Start Programs, and Licensed Family/Group Child Care Homes. 68

69 PFA sites located in a school - based setting are awarded an ExceleRate Circle of Quality based on its Compliance 3 scores obtained during regular monitoring visits. and ECERS - that A any classroom that is not funded by PFA will be rated with the rest PFA site located in a licensed center has of the center through the ExceleRate Licensed Child Care path. Gold Circle of Quality recognizes programs The 15 have demonstrated quality on all that standards, as validated by an independent assessor. Gold Circle programs meet or exceed specific quality benchmarks on learning environment, instructional quality, and all program administrative standards; group size and ations; and staff/child ratios; staff qualific professional development. Awards of Excellence Once a program has achieved the Gold Circle of Quality, it can apply for an ExceleRate Illinois as the next step toward Award of Excellence continuous quality improvement and lence in specific areas of recognition for excel program quality. There are five Awards of Excellence in the following content areas - Preschool Teaching and Learning, Family and Community Engagement, Linguistically and Culturally Appropriate Practice, Inclusion of Children wit h Special Needs, and Infant and Toddler Services. For more information about the Awards of Excellence visit the ExceleRate website ! , Additional Resources  ExceleRate Illinois Illinois Providers  ExceleRate 69

70 Preschool Expansion Grant (PEG) is The Preschool Expansion Grant funded by a federal Preschool Development Grant (PDG) awarded to day early childhood education and - Illinois in December 2014. The goal of the program is to expand access to full risk 4 - year comprehensive services to the most at olds in their communities. T hese programs provide - - - comprehensive services to children and families, including high quality family support and engagement opportunities, medical, dental and mental health services, inclusive classrooms with supports for both English and program with special needs, as well as a comprehensive Social Emotional Learning learners . Along children rd , PEG programs must engage in creating a Birth to 3 Grade Continuum of Supports for with these enhancements both children and their families. These supports include b oth school level systems of support (curriculum alignment and access to school supports) and coordinated access to medical, mental , and dental health resources in the U.S. Depa and community. The PEG is a discretionary grant that is jointly administered by the rtment of Education . the U . Department of Health and Human Services. S Note : Documents referenced throughout this manual are available on the Illinois State Board of Education (ISBE) Preschool Development Grant website. Requirements At minimum, a child must be 4 years old and from a family with income at or below 200 percent of the Federal by September 1 in Poverty Level (FPL). The child must turn 4 years old order to enroll in the program. Children who are age - eligible for kindergarten are not eligible for the program. Eligibility and Weighted Priority Enrollment Form PEG grantees are required to utilize the approved Eligibility and Weighted Priority Enrollment Form (Enrollment Form) . This form must be kept in each student record for review upon request. Staff members completing the income ve rification portion of this Form must provide their signature assuring the income documentation indicated was reviewed. Age Eligibility Programs must prove the child is age eligible using any one of the following forms of evidence: Child’s birth certific  ate (copy is acceptable)  Passport  Court documents Medical records   Visa  Other governmental documentation A child’s certified birth certificate is the preferred form of evidence to prove age eligibility. Programs should first ; if it is not available, the program can assist families with ask families to produce the child’s birth certificate proving the child’s age. If the family is unable to produce any evidence, a written identifying other options for statement attesting to the child’s date of birth, signed by the parent or guardian, as well as a plan to obtain the d assist families in obtaining a certified birth certificate. documentation is required. In this case, programs shoul Income Eligibility Programs must prove income eligibility for all participants enrolling in the program by documenting how family income was calculated using any one of the following forms of e vidence:  Pay stubs ( t wo most recent, consecutive)  Proof of WIC benefit  Proof of Supplemental Nutrition Assistance Program (SNAP) benefit  Proof of Temporary Assistance for Needy Families (TANF) enrollment Proof of Supplemental Security Income (SSI) benef it  70

71  Proof the family receives Child Care Assistance Program (CCAP)  Tax return (most recent)  Wages and tax statement (most recent W - 2) Verification/letter from employer   the child’s name does not prove income Proof that parent is enrolled in Medicaid (a medical card with eligibility) Signed written statement from the family ( provide form for families with no income)  Families derive income from many different sources and may need several options to prove income eligibility. The preferred way s to verify inc ome eligibility, however, are through proof of enrollment in a public benefits program or pay stubs. Programs should first offer parents the opportunity to use proof of enrollment in a public benefits ing other options. For parents that are not employed, program or paystubs to verify their income before offer programs should first work to obtain documentation of receipt of one of the public benefits listed above before utilizing a signed written statement from the parent, as this is the least preferred docum entation. As mentioned above, programs should encourage families to provide verification that they are enrolled in public benefits programs during the eligibility screening process. Evidence of enrollment in a public benefit program f a public benefits card with the family’s name printed on it (such as a Link card), a signed and includes possession o dated letter from the administering agency, a referral from the administering agency that indicates the family is receiving a specific benefit, or contacting the administering agency directly after a release of information is signed by the family. Programs should document the evidence used for verification and use their best judgment in determining whether or not to accept evidence that appears questionable in some way. If families present without proof of income or verification of public benefits at the time of the eligibility screening, programs should still assess the family for other eligibility, including priority selection factors, and accept provisional proof of income (such as a signed written statement from the family or only a single paystub, etc.) until the family is determined to have enough cumulative points from the selection factor asses sment to enroll in the program. propriate documentation before or soon after the child begins attending the program, Programs must collect the ap but may wait until that point in order to save time and work for both the program staff and family, particularly for families that don’t have enough points to enroll in th e program. Note: Verification of income must be completed no earlier than six months prior to the child’s first day of 3 would need to do a new attendance in the PEG program. For example, programs that served a child at age lity for the PEG program rather than relying on evidence of the family’s income at determination of income eligibi the time the child enrolled in the program - year - olds . for 3 Household Size and Income For the purposes of determining income eligibility of a family for the PEG program, “f amily” includes all persons living in the same household who are:  Supported by the parent (s)’ or guardian(s)’ income  Related to the child’s parent(s) or guardian(s) by blood, marriage, or adoption  The child’s authorized caregiver or legally responsible par ty Programs should count income only from parents or guardians of the child, including unmarried parents residing in the same household. Income of adult siblings of the child who are residing with the family or unmarried partners of the parent who are no t related to the child should not be counted. Income of a parent who does not reside in the household with the child should not be counted; however, programs should request information on child support, if applicable, and count that income toward the total household income. Non - resident parents should not be included in the total household size. Categorical Eligibility 71

72 Children who are homeless and children who are in foster care are considered categorically eligible for PEG program. Income verification i s not required (as it can be assumed homeless families have low income and children in foster care have no family income). If a program determines a child is homeless or in foster care, it must allow ation and other medical records, birth certificates, or the child to begin attending the program without immuniz other documents, giving the family reasonable time to present these documents. Eligib ility for blending and braiding If a program blends and braids funding with another funding stream, such as Head Start, the program must meet the most restrictive requirements of all funding sources. For example, if a PEG program blends funding with Head Start, all families must meet the Head Start income eligibility criteria and all children must meet the PEG age cr iteria. Active Recruitment - risk children and families. Identifying and As detailed above, PEG programs are designed to serve the most at enrolling these families requires an intentional effort to actively seek out and educate families experiencing challe nging situations. - in enrollment While many programs have regular success in attracting families for screening days or walk opportunities through fliers or passive recruitment, these families often present with fewer risk factors than the targeted populat ion for this program. In order to fulfill the goal of the PEG, programs must develop and implement a comprehensive recruitment plan inclusive of the following components: Assessment of Community Need : The recruitment plan should be informed by the particul  ar needs, challenges and opportunities of the community. Data from a variety of sources, including the Illinois Early Childhood Asset Map (IECAM), local community leaders , and others should be used to develop this plan. In addition, this assessment should provide an indication of where in the community priority families live and the location of services and institutions that currently serve them.  Identification of Barriers : Programs should determine the specific ba rriers faced by parents in their community that prevent or delay enrollment of their children in early learning programs. Issues such as lack of knowledge, challenges obtaining documentation, challenges with transportation, or others should be noted and pr ograms should identify opportunities to overcome these barriers. Based on the assessment of community need, programs are expected  Targeted, Multi - Pronged Recruitment: to develop a portfolio of recruitment approaches to reach families through multiple metho ds and efforts. Some approaches to consider include: o Participation in or hosting of community events for families Door - to o door canvassing - o Newspaper or radio public service announcements o Close partnerships with potential referral sources and other potential o Recruitment efforts in parks, grocery stores, food pantries, laundromats , locations frequented by families  Education : Many families, particularly those in the target population, may not have been previously exposed y education. Some may believe that children are too young to to messages about the importance of earl attend school at the age of 4 . In order to engage these families in the PEG program, programs need to , and allay their fears. In particular, programs shou ld plan to help educate families, answer their questions parents understand the following: o The impact of early education on brain development and later school success o The importance of socialization and social emotional learning o The program’s approach to curriculum and play - based learning o Develop mental appropriate practice and how the program is designed to support young learners o Family support and the opportunities available for parent education and engagement Programs should secure multiple forms of contact information in order to follow up quickly and  Follow Up : frequently with interested families. If families encounter barriers to enrollment, programs must provide 72

73 support, referrals , rriers. This may include referrals to medical homes to and assistance to overcome those ba obtain vaccinations or assistance obtaining a birth certificate. Priority Factors The PEG program is intended to serve the children with the highest needs in each community; therefore, programs , and enrollment process for the uired to prioritize children by need as part of their recruitment, selection are req program. Per Illinois’ application, PEG grantees will be expected to fill their slots with eligible children with very Enrollment Form . high needs, defined as eligi ble children who receive 25 or more points on the  The highest priority selection factors for the program are: homelessness, child welfare involvement, Individual Education Plan [ ty (child has ] for more than itinerant speech services or has been disabili IEP percent of the FPL. These referred for special education evaluation), and family income at or below 50 factors are weighted at 50 points. Other priority FPL, caregiver with no high percent of the selection factors include: income at or below 100  GED ) , teen parent at the birth of first child, immigrant or General Education Diploma ( school diploma or poken in the home, and child displaying refugee family, active duty military family, English not s developmental delays for which a referral to special education is not indicated at the time of the screening. These factors are weighted at 25 points. Programs may select additional significant risk factors to incorp orate into their Enrollment Form . These  factors may be weighted at no more than 25 points and should be based on identified community needs. selection factors e of priority Documentation/evidenc A ll selection factors, with the exception of income, will be documented through a parent interview and because producing evidence of many of the priority selection factors may prove onerous for both questionnaire . The responses from the parent interview and questionnaire will be used by program families and program sta ff . The parent questionnaire gathers all information ne eded to determine staff to complete the Enrollment Form whether a parent/guardian is on active military duty, the age of the parents at the birth of the first child, whether the parent completed high school/GED, and whether English is spoken at home. The interview gathers additional informatio n about homelessness, child welfare involvement, immigration and refugee status, as well as other more general information about the family’s strengths and challenges. If a program is serving the child during his or her 3 “ year - old year” and/or if the prog ram has previously collected the needed information for the family, the - program does not have to conduct a new parent interview for purposes of completing the . Enrollment Form However, as noted above, verification of income eligibility must be completed no less than six months before the child begins the PEG program. Programs will also receive additional information through the child’s developmental screening, referral sources, and the income verification process that can be used to verify the presence of some of the selection factors without requesting additional documentation. programs verify presence of selection factors through these other methods, If the corresponding questions that assess for these factors on the parent questionnaire/interview should be skipped. For instance, if a local family shelter refers a family they are s erving to a PEG program, that referral provides verification of the family’s homelessness and therefore the program does not need to ask the family the questions to nd questionnaire assess for homelessness in the parent interview. All programs must use a parent interview a combination that includes at least all of the questions included on the sample form in this guidance document, and Enrollment Fo rm for every child enrolled. Programs may add additional questions all programs must complete the to the parent interview as indicated by local or program needs. Homeless Status: If the family reports frequent/multiple moves, family members living in different places, a  temporary livin g situation, or describes unsafe, very crowded, or substandard housing, they are very likely homeless and should receive 50 points on the eligibility form. If the family has been referred by a homeless e.g., shelter worker, McKinney - Vento liaison), this verifies the family is homeless. service provider (  Child Welfare Involvement: If the family was referred by or has verified involvement with a child welfare agency, the child should receive 50 points on the eligibility form. 73

74  A family that has confirmed its status as a recent immigrant or refugee Immigrant/Refugee Family Status: family should receive 25 points on the eligibility form. If the family was referred by a refugee services agency or other immigrant services agency, this verifies the family’s status as well. Children with Disabilities: PEG classrooms must include children with IEPs who meet the income  requirements for the PEG program. Program monitoring will include an analysis of the percentage of children enrolled who have an IEP other than an IEP f or speech only. The percentage of children with percent in each classroom, and programs are IEPs other than speech only should be no more than 30 percent of children with IEPs in each classroom. PEG program - strongly encouraged to include at least 9 eligib le children who are referred for a special education evaluation should continue enrollment in the PEG classroom. T t eam must consider the PEG classroom as the first option for educational placement he IEP al education for children who are found to be eligible for speci . Children with IEPs will have their services provided in the PEG classroom embedded in the activities and routines of the day as indicated in the IEP. o Note: Children with disabilities must meet the basic program eligibility requirements. Th ey must be 4 years old on September 1 of the school year in which they are served, and their family income must be below 200 percent of the FPL. Waiting List In order to ensure that the most at - risk children are enrolled in the Preschool Expansion Program , programs are expected to develop a waiting list and undertake a selection process prior to enrollment. This process is detailed in . the Weighted Eligibility Flowchart In general, c hildren should be added to a waiting list as they are recruited and information should be collected to complete the Eligibility and Weighted Priority Enrollment Form. Point values from this form should be assessed ng to these point values. Program enrollment must be determined based and children should be prioritized accordi on these priority point values. Reserving Slots rules , PEG programs must develop a local plan for ensuring that preschool services will be Per Illinois’ application - eligible children with especially high needs (e.g., children who are homeless or in foster care) even if available to age eligibility determination until after the school year begins. Each those children do not present for screening and PEG program must work with its community partners to develop this plan based on past enrollment patterns, child mobility, prevalence of homelessness and foster care placement in the communi ty, and other factors. percent - 10 It is anticipated that most PEG programs’ plans will include reserving at least 5 of their program slots to be filled during the first two months of the school year. These slots would be filled immediately by any child wh o is homeless, in foster care, or otherwise demonstrates especially high needs. If the slots are still not filled by October 15, the program would enroll the highest need children from the waiting list. - In addition, programs are expected to maintain contact with agencies serving homeless families and children in foster care throughout the year ; if a homeless or foster child is identified as needing preschool services after all spots are filled, programs must make every effort to keep in contact with t he family and place that child in a classroom as soon as an opening becomes available. Estab lishing Referral Relationships Programs are strongly encouraged to develop formal referral relationships with local providers that serve families that experience t he priority selection factors, such as homeless service providers and McKinney - Vento liaisons, child welfare agencies, housing authorities, refugee resettlement agencies, and public aid offices. Not only will this - ensure that programs are able to target th e highest need children for enrollment, but a formal referral relationship can also support the process of verifying eligibility for the PEG program. For example, the local TANF agency could refer families they serve directly to the PEG program using a mut ually agreed upon standardized process that incorporates verification of the family’s receipt of TANF benefits. Programs are encouraged to develop referral 74

75 forms collaboratively with partners that incorporate verification of age, income, and selection fact ors to the largest extent possible. Comprehensive Family Services A key component of the PEG program is comprehensive services provided to children and their families. These services fall into four primary categories: Mental Health  Program should contra ct or collaborate with a qualified mental health provider or consultant. This o individual should have experience working with young children and their families. o vant The consultant should provide training and education opportunities to parents and staff on rele topics related to child mental health, child development, guidance and discipline, support for , and self - care, among others. children with special needs o The consultant should support the program in developing and implementing protocols for social emot ional screening, general classroom observation , and other appropriate methods for identifying children in need of mental health supports. o The consultant should additionally work closely with program staff to identify children in need of ion and referral. This individual observation may be triggered by a score from a individual observat social emotional screening or concerns from teachers and parent/guardian. Support and education should be provided to parents to determine if a referral is appropriate for th eir child and to navigate this process. o As appropriate and required, individual consultation should be provided to children or parents as a bridge to long - term mental health services. o Mental health providers may also use a reflective case consultation appr oach, a model to support program staff in addressing the significant needs of children and families experiencing challenging “Additional r . (See the link to Reflective Practice Guide under circumstances esources ” at the end of this section . ) al  Health and Dent o The program should have a referral relationship with local dentists and pediatricians. Program staff should assist parents in establishing a medical and dental home for regular, ongoing o up treatment. preventative care and any required follow - The parent educator should ensure that children receive regular preventative care according to the o up - Early and Periodic Screening, Diagnostic and Treatment schedule and any necessary follow treatment.  Family Support and Resource Referral o Parent educators should co nduct a family needs assessment with each family to identify family , and goals. strengths, needs o During the course of the year, parent educators should check in with families to assess the supports needed to meet their needs and attain their goals and to h elp celebrate progress. o Parent educators should make active and informed referrals to external agencies, including social service organizations, government subsidy programs, educational institutions , and others to support parents in overcoming barriers and achieving their goals. Parent Education  o The program should design a robust menu of parent education opportunities designed to support parents in meeting the needs of their children and achieving ambitious family goals. o Parent input, collected through sur veys, planning meetings or other sources, should be a guiding factor in determining the subject matter, format and schedule of parent education opportunities. , o Parents should have an opportunity to learn from and interact with experts in a variety of relev ant fields, including:  child medical and dental health  mental wellness family strengthening  75

76 o In addition to formal meetings, programs should identify other opportunities for parent education, such as establishing a resource library, planning family field trips to cultural and educational institutions or hosting community resource fairs for paren ts. , In designing these comprehensive services, programs should make sure that supports provided to families are both strong and clear Memorandum of Understanding ( MOU ) effective and sustainable. Developing with service a dental/medical providers) and referral partners (such as housing organizations, providers (including mental health/ job training programs, GED programs, etc.) ensures that the process for referral is transparent and seamless for families. These MOUs should also clearly outline the types and intensity of services that families should expect to receive, ensuring that these align to family needs and program expectations. To ensure sustainability, programs should work to develop a lasting relationship between a family and the resource/service pr ovider that will be continuous and ongoing until a particular need is met or goal is achieved. For example, while a program may choose to work with a “dental van” to provide preventative dental care for children, it is critical that the families of childre n receiving this treatment are connected to a “dental home” where they can - up treatment. If a barrier to long term support is identified, such as a receive ongoing care and any necessary follow - t in signing up for available free and subsidized lack of medical insurance, the program should assist the paren insurance options. Each program should develop a written plan for family support and education that details how the program will support families holistically. This should include a clear strategy for coll aborating with community institutions and organizations to assist families in a variety of key areas, including income supports, food pantries, housing, social services, and other services relating to health/mental health, domestic violence, substance abus e, adult literacy, education and training, and financial asset building. Family Engagement In addition to providing parent education and family support, PEG programs should intentionally take steps to mplementation , and success of the program. engage parents as active stakeholders in the design, i The Head Start Parent, Family and Community Engagement Framework provides a strong starting point for programs in developing a clear strategy for integrating parent and family engagement meaningfully in the PEG p rogram. This framework is built on seven family engagement outcomes: Family Well being  - - Child Relationships  Positive Parent Families as Lifelong Educators   Families as Learners  Family Engagement in Transitions  Family Connections to Peers and Community  Famili es as Advocates and Leaders As a part of this parent engagement strategy, each PEG program is expected to cultivate group of parent leaders to serve on a Parent Advisory Council. This Council should be established with a meaningful role in influencing and recommending program design and continuous quality improvement. Each program should determine the appropriate size of its Council based on the size of the program and should use multiple methods to actively recruit parents as members. Program staff shoul d ensure that participation on the Council is both accessible and inviting to parents from a diverse range of linguistic and cultural backgrounds, work schedules , and family structures. In addition to parents, program teachers, staff , and administrators sh ould serve as members of the group. The Council should meet on a regular basis and should receive information from program staff about program performance, challenges , and successes. Appropriate information may include aggregate enrollment and attendance , and the program’s continuous trends, selected program curricula, upcoming events, proposed policy changes 76

77 quality improvement plan. Meetings should be structured to pr ovide for both information sharing and substantive discussion, with recommendations from the group formally shared with the program’s administration after each , program. meeting. A copy of the agenda, minutes and any distributed materials should be retained by the - Participation in the Council should be an opportunity for parents to develop critical leadership and self advocacy skills. The program should provide training to prepare and empower parents for this opportunity. Training may include an orientatio n to the policies and procedures of the PEG program, an overview of district/organization history and policies, parliamentary procedure , and an introduction to budgets and fiscal management. be empowered to join staff members in When possible, the members of the Parent Advisory Council should attending community meetings as representatives of the program. Meetings of local community early childhood collaborations, such as the Innovation Zones, or meetings to discuss collaborations with local social service organizations are an excellent way to support parent leadership development and empower parents with community connections that will benefit their families beyond participation in the program. ith structured leadership roles, including chair, vice - In addition, the program should consider empowering parents w chair and secretary, to ensure that meetings are driven by and for the interests of parent members. Parent members , ng and support for each role of the Council should elect their peers for these roles. Specific orientation, traini , should be provided. Staffing Preschool for All ( PFA In addition to staff requirements, PEG programs are required to hire individuals to serve as ) parent educators and instructional leaders . Parent educators should work collab oratively with families, education staff, and community partners to ensure that the program meets the needs of the whole child and supports parents/guardians in addressing family needs and setting and achieving ambitious family goals. In particular, they s hould manage parent engagement and education efforts, implement delivery of comprehensive services , and provide supports to ensure consistent child attendance. The maximum caseload for parent educators is one per 100 children. The instructional leader sho uld support classroom education staff (teachers and teacher assistants) to refine their practices, improve instructional quality, and achieve mastery as early childhood professionals. In particular, this should include managing implementation of curriculum and supplemental curricular materials, collaborating with ongoing observations, coaching , providing teaching staff to develop individual professional development plans, and and support to teachers. The maximum caseload for instructional leaders is one per 10 classrooms. Salary Parity PEG programs are additionally expected to attain salary parity with educator salaries in the local public school district. School district salary scales are publicly available documents and should be consulted to determine th e appropriate starting salary for teachers, based on level of education. This salary scale should be made available as evidence for the compliance monitoring process. Sample Schedule Preschool Expansion programs are required to offer a school day program at least the length of the local first grade day. In the majority of districts , the school day for first grade children is at least six hours (360 minutes) long. The following model schedule is provided in an effort to ensure alignment with the requiremen PDG and the ts of the Early Child hood Environment Rating Scale - Revised (ECERS - 3 ) recommendations and best practice. Arrival and Quiet Centers 15 minutes: 5 minutes: Cleanup Time 15 minutes: Whole Group Time Choice Time** (includes breakfast as a center) 65 minutes: 77

78 5 minutes: Cleanup Time Gross Motor* 30 minutes: Small Group Time 20 minutes: Prepare for lunch 5 minutes: Lunch 30 minutes: Rest Time/ Quiet Centers 60 minutes: 5 minutes: Cleanup Time 30 minutes: Gross Motor* Choice Time** (includes snack as a center) 65 minutes: Clean up Time/Prepare for departure/Dismissal 10 minutes: *Gross Motor: One full hour of gross motor programming, at minimum, must be offered to all children daily. **Choice Time: ECERS - 3 recommends choice time for a substanti al portion of the day. For a six - hour program day, this is defined as two hours. If breakfast or snack are served as a center/on an open basis, five minutes must be added to the total choice time for each, increasing the total time to 130 minutes, as refle cted in the schedule above. Additional Resources  Build Initiative o - English - S peaking Parents Preschool and School Readiness: Experiences of Children with Non  Community Organizing and Family Issues (COFI) o Head Start Parent, Family and Community Engagement Framework o How We Got Johnny, Jada and Jose in Preschool  Illinois Children’s Mental Health Partnership (ICMHP) o Issue Brief: Early Childhood Mental Health and Homelessness o Reflective Practice Guide  Illinois Department of Child & Family Services (DCFS) o Teen Parent Service Network (TPSN) Illinois Department of Human Services (IDHS)  Parent Income Calculation Worksheet o Wage Verificati o n form o Illinois Early Learning Project (IELP)  o How Can Teachers Support Young Learners in Military Families?  Illinois Governor’s Office of Early Childhood Development ISBE  o Early Childhood Special Education Services  National Association for the Education of Homeless Children and Youth (NAEHCY)  National Center for Homeless Education (NCHE )  National Center for Children in Poverty (NCCP) o Trauma Faced by Children of Military Families National Child Traumatic Stress Network (NCTSN)  Continuing Education o  Office of the United Nations High Commissioner for Refugees (UNHCR)  US Department of Education (USDE) o Preschool Development Grants US Health and Human Services (USHHS)  o Birth to 5: Watch Me Thrive! o Child Welfare Information Gateway o Expanding Early Care and Education for Homeless Children o US Federal Poverty Guidelines Working with Pregnant & Parenting Teens o 78

79 Preschool for All Implementation Manual Evaluation The Illinois State Board of Education values your opinion. Please take a moment to complete the following evaluation regarding the content of this manual. When completed, please fax to (217) 785 - 7849. My role is (Check all that apply) teacher o special education o researcher o child care o social service agency o program administrator o o state employee o parent coordinator o screening team o teacher assistant Head Start o community based o o school based o o nurse grant writer o consultant parent educator o o other___________ volunteer o o staff - at risk support 1. I found the manual to be useful because: ___________________________________________________ _______________________________________ _________________________________________ _________________________________________________ 2. Two examples of the way I have used this manual are: __________________________________________________________________________________________ __________________________________________________________________________________________ 3. One new piece of information I learned by reading the manual is: __ ________________________________________________________________________________________ __________________________________________________________________________________________ ese are the questions: 4. I was unable to find answers to some of my questions in this manual. Th __________________________________________________________________________________________ __________________________________________________________________________________________ 5. Changes to content I would suggest for the ne xt update: __________________________________________________________________________________________ __________________________________________________________________________________________ 6. Changes to format I would suggest for the next update: _ _________________________________________________________________________________________ __________________________________________________________________________________________ 79

80 For more information or if you have any questions, please contact: Early Childhood Division 100 N. First Street Springfield, IL 62777 - Main: (217) 524 4835 - 7849 Fax: (217) 785 http://www.isbe.net [email protected] © 2016 Illinois State Board of E ducation Early Childhood

Related documents