Indicator 3 - Percent of infants and toddlers with IFSPs who primarily receive early intervention services in the home or community-based settings.

Helping Families. Supporting Communities. Empowering Individuals.

Overview of the Annual Performance Report Development: See Indicator 1.

Monitoring Priority Early Intervention Services In Natural Environments
Indicator 3

Indicator 3: Percent of infants and toddlers with IFSPs who demonstrate improved:

  1. Positive social-emotional skills (including social relationships);
  2. Acquisition and use of knowledge and skills (including early language/communication); and
  3. Use of appropriate behaviors to meet their needs.

(20 U.S.C. 1416(a)(3)(A) and 1442)

Measurement

Outcomes:

  1. Positive social-emotional skills (including social relationships);
  2. Acquisition and use of knowledge and skills (including early language/communication); and
  3. Use of appropriate behaviors to meet their needs.

 Progress categories for A, B and C:

  1. Percent of infants and toddlers who did not improve functioning = [(# of infants and toddlers who did not improve functioning) divided by (# of infants and toddlers with IFSPs assessed)] times 100.
  2. Percent of infants and toddlers who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers = [(# of infants and toddlers who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers) divided by (# of infants and toddlers with IFSPs assessed)] times 100.
  3. Percent of infants and toddlers who improved functioning to a level nearer to same-aged peers but did not reach it = [(# of infants and toddlers who improved functioning to a level nearer to same-aged peers but did not reach it) divided by (# of infants and toddlers with IFSPs assessed)] times 100.
  4. Percent of infants and toddlers who improved functioning to reach a level comparable to same-aged peers = [(# of infants and toddlers who improved functioning to reach a level comparable to same-aged peers) divided by (# of infants and toddlers with IFSPs assessed)] times 100.
  5. Percent of infants and toddlers who maintained functioning at a level comparable to same-aged peers = [(# of infants and toddlers who maintained functioning at a level comparable to same-aged peers) divided by (# of infants and toddlers with IFSPs assessed)] times 100.

Summary Statement for Each of the Three Child Outcomes:

  • Summary Statement 1: Of those infants and toddlers who entered or exited early intervention below age expectations in each Outcome, the percent who substantially increased their rate of growth by the time they turn 3 years of age or exited the program.
    • Measurement for Summary Statement 1: Percent = #of infants and toddlers reported in progress category (c) plus # of infants and toddlers reported in category (d) divided by [# of infants and toddlers reported in progress category (a) plus # of infants and toddlers reported in progress category (b) plus # of infants and toddlers reported in progress category (c) plus # of infants and toddlers reported in progress category (d) times 100.
  • Summary Statement 2: The percent of infants and toddlers who were functioning within age expectations in each Outcome by the time they turn 3 years of age or exited the program.
    • Measurement for Statement 2: Percent = # of infants and toddlers reported in progress category (d) plus [# of infants and toddlers reported in progress category (e) divided by the total # of infants and toddlers reported in progress categories (a) + (b) + (c) + (e)] times 100.

FFY Measurable and Rigorous Target

FFY  Measurable and Rigorous Target
FFY09/SFY10
  • Positive Relationships Summary Statement 1: 64.5%
  • Positive Relationships Summary Statement 2: 64.5%
  • Acquire Knowledge & Skills Summary Statement 1: 78.5%
  • Acquire Knowledge & Skills Summary Statement 2: 52.5%
  • Able to Meet Needs Summary Statement 1: 75.5%
  • Able to Meet Needs Summary Statement 2: 57.0%

Actual Data FFY09/SFY10

Outcome A: Positive social-emotional skills (including social relationships)

# Summary Statements Baseline
2008
Targets
FFY 2009
Actual
FFY
2009
1. Of those children who entered or exited the program below age expectations in Outcome A, the percent who substantially increased their rate of growth by the time they exited the program [(c+d)/(a+b+c+d)] x 100 = (2,952/4,503) x 100= 65.6% 64.1% 64.5% 65.6%
2. The percent of children who were functioning within age expectations in Outcome A by the time they exited the program [(d+e)/(a+b+c+d+e)] x 100 = (4,593/7,254) x 100 = 63.3 64.2% 64.5% 63.3%

Outcome B: Acquisition and use of knowledge and skills (including early language/communication and early literacy)

# Summary Statements Baseline
2008
Targets
FFY 2009
Actual
FFY
2009
1. Of those children who entered or exited the program below age expectations in Outcome B, the percent who substantially increased their rate of growth by the time they exited the program [(c+d)/(a+b+c+d)] x 100 =(5,089/6,613) x 100 = 77.0% 78.0% 78.5% 77.0%
2. The percent of children who were functioning within age expectations in Outcome B by the time they exited the program [(d+e)/(a+b+c+d+e)] x 100 = (3,599/7,251) x 100 = 49.6% 52.4% 52.5% 49.6%

Outcome C: Use of appropriate behaviors to meet their needs

# Summary Statements Baseline
2008
Targets
FFY 2009
Actual
FFY
2009
1. Of those children who entered or exited the program below age expectations in Outcome C, the percent who substantially increased their rate of growth by the time they exited the program [(c+d)/(a+b+c+d)] x 100 = (4,616/6,117) x 100 = 75.5% 75.3% 75.5% 75.5% 75.5% 75.3% 75.5%
2. The percent of children who were functioning within age expectations in Outcome C by the time they exited the program [(d+e)/(a+b+c+d+e)] x 100 = (4,059/7,248) x 100 = 56.0% 56.8% 57.0% 56.0% 56.0% 56.8% 57.0%

SUMMARY STATEMENT SCORED BY CFC

Outcome 1   Outcome 2 Outcome 3
CFC City Summary
Statement 1
Summary
Statement 2
Summary
Statement 1
Summary Statement 2 Summary
Statement 1
Summary
Statement 2
1 Loves Park 68.2% 67.9% 81.0% 48.7% 80.5% 65.1%
2 Waukegan 62.6% 67.1% 76.9% 54.5% 78.6% 58.7%
3 Freeport 58.5% 66.7% 72.1% 59.0% 70.2% 62.8%
4 Geneva 52.1% 71.7% 71.4% 54.6% 67.7% 63.3%
5 Lisle 57.6% 72.9% 79.9% 52.5% 73.3% 64.2%
6 Arlington Heights 67.8% 72.7% 83.9% 48.1% 80.5% 55.8%
7 Hillside 68.2% 59.7% 86.4% 47.2% 81.8% 52.5%
8 Chicago - Hoyne 63.3% 56.3% 75.8% 46.3% 74.8% 48.1%
9 Chicago - Harrison 67.0% 57.3% 76.4% 41.6% 77.0% 52.2%
10 Chicago - East 61st St 62.0% 40.0% 68.5% 28.1% 68.3% 27.4%
11 Chicago - George St 74.3% 63.4% 79.1% 53.2% 76.4% 56.6%
12 Tinley Park 67.5% 72.5% 75.8% 57.3% 72.9% 59.7%
13 Monmouth 52.6% 67.7% 66.7% 54.8% 64.3% 63.1%
14 Peoria 53.4% 73.2% 67.9% 61.0% 62.0% 71.0%
15 Joliet 54.3% 63.7% 71.6% 52.2% 72.5% 63.2%
16 Danville 66.9% 60.2% 78.3% 49.9% 78.6% 52.8%
17 Quincy 69.7% 45.3% 77.4% 23.3% 79.1% 27.0%
18 Springfield 55.9% 49.4% 58.7% 19.5% 63.5% 33.8%
19 Decatur 83.5% 45.2% 80.5% 42.3% 81.3% 41.3%
20 Effingham 52.3% 56.6% 68.3% 47.3% 70.5% 50.7%
21 Belleville 67.1% 52.7% 82.2% 46.0% 84.1% 44.0%
22 Centralia 77.5% 47.8% 85.5% 43.3% 82.3% 46.8%
23 Norris City 69.5% 44.0% 83.2% 41.0% 73.3% 49.0%
24 Carbondale 63.6% 46.4% 82.4% 36.2% 77.0% 42.0%
25 Crystal Lake 47.6% 76.0% 67.1% 58.9% 68.3% 68.6%
STATE
SUMMARY
STATEMENT
N/A 65.6% 63.3% 77.0% 49.6% 75.5% 56.0%
  • Summary Statement 1 = Of those children who entered the program below age expectations in [outcome], the percent that substantially increased their rate of growth in [outcome] by the time they exited.
  • Summary Statement 2 = Percent of children who were functioning within age expectations in [outcome], by the time they exited.

Progress Data for Part C Children FFY 2009

Progress Data Number of children % of children
A. Positive social-emotional skills (including social relationships):
a. Percent of children who did not improve functioning 81 1.12%
b. Percent of children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers 1,470 20.26%
c. Percent of children who improved functioning to a level nearer to same-aged peers but did not reach 1,110 15.30%
d. Percent of children who improved functioning to reach a level comparable to same-aged peers 1,842 25.39%
e. Percent of children who maintained functioning at a level comparable to same-aged peers 2,751 37.92%
Total 7,254 100%
B. Acquisition and use of knowledge and skills (including early language/communication):
a. Percent of children who did not improve functioning 59 .81%
b. Percent of children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers 1,465 21.20%
c. Percent of children who improved functioning to a level nearer to same-aged peers but did not reach 2,128 29.35%
d. Percent of children who improved functioning to reach a level comparable to same-aged peers 2,961 40.84%
e. Percent of children who maintained functioning at a level comparable to same-aged peers 638 8.80%
Total N = 7,251 100%
C. Use of appropriate behaviors to meet their needs:
a. Percent of children who did not improve functioning 58 .80%
b. Percent of children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers 1,443 19.91%
c. Percent of children who improved functioning to a level nearer to same-aged peers but did not reach 1,688 23.29%
d. Percent of children who improved functioning to reach a level comparable to same-aged peers 2,928 40.40%
e. Percent of children who maintained functioning at a level comparable to same-aged peers 1,131 15.60%
Total 7,248 100%

Positive Relationships

Year Total A B C D E
FFY08/SFY09 Count 4,901 34 982 1,100 1,990 795
FFY08/SFY09 % N/A 0.69% 20.04% 22.44% 40.60% 16.22%
FFY09/SFY10 Count 7,248 58 1,443 1,688 2,928 1,131
FFY09/SFY10 % N/A 0.80% 19.91% 23.29% 40.40% 15.60%

Acquire Knowledge and Skills

Year Total A B C D E
FFY08/SFY09 Count 4,909 33 947 1,383 2,096 450
FFY08/SFY09 % n/a 0.67% 19.29% 28.17% 42.70% 9.17%
FFY09/SFY10 Count 7,251 59 1,465 2,128 2,961 638
FFY09/SFY10 % n/a 0.81% 21.20% 29.35% 40.84% 8.80%

Meets Needs

Year Total A B C D E
FFY08/SFY09 Count 4,901 34 982 1,100 1,990 795
FFY08/SFY09 % n/a 0.69% 20.04% 22.44% 40.60% 16.22%
FFY09/SFY10 Count 7,248 58 1,443 1,688 2,928 1,131
FFY09/SFY10 % 0.80% 19.91% 23.29% 40.40% 15.60%

Child Outcomes

The following two tables represent the distribution of Child Outcomes matched entry-exit pairs compared by fiscal year. This data illustrates the improvement in compliance with program rules by fiscal year.

FFY08/SFY09 Eligible State % Matched Pairs State % Compliance
State Total 14,116 100.00% 5,924 100.00% 42.00%
Collar 3,616 25.62% 1,954 32.98% 54.00%
Cook 2,872 20.03% 1,114 18.80% 39.40%
Chicago 2,759 19.55% 584 9.86% 21.20%
Downstate 4,914 34.81% 2,272 38.35% 46.20%

Discussion of Improvement Activities and Explanation or Progress or Slippage that occurred during FFY09/SFY09:

Progress or Slippage for Indicator 3: In terms of progress or slippage, there are two areas of focus: (1) quality of data, and (2) quality of services. Illinois' data quality has improved over the last fiscal year as demonstrated by the significant increase in the number of matched entry-exit pairs. This is also evident to the EI Program based on feedback from CFC offices and providers regarding increased use of the decision tree and increased overall understanding of the Child Outcome measurement process, including use of the Child Outcome Summary Form (COS Form).

Illinois continues to work to understand the relationship between the Child Outcomes ratings and the quality of EI services and supports being provided. FFY09/SFY10 Progress Data for Part C Children reveals an almost across the board decrease in the percent of children either reaching a level of development comparable to same-aged peers or maintaining functioning at a level comparable to same-aged peers (progress categories D and E). Summary Statement data, which focuses on children who have made significant progress and/or have exited the program functioning at a level comparable to same-aged peers experienced a similar lag in progress or slippage - failing to meet a majority of the rigorous targets set for FFY09. The EI program, in collaboration with the IICEI, the Outcomes Workgroup and other key stakeholders has considered this lag in progress or slippage and an explanation follows:

  • Current data is more fully reflective of our EI population. With this being the first year in which the state is reporting a full cadre of EI participants, the data pool is reflective of children who entered the program at or near birth and participated in the program until age 3. Children who meet these criteria are typically children with medical diagnoses which make them eligible for services early in life or are children with such significant developmental concerns that those concerns are identified very early in the child's life. By comparison, due to reporting requirements, earlier reported data would have only captured children who entered the program later in life (i.e. 18 - 24 months) and exited at or near age 3 or children who entered and exited the program early in life. Given that the earlier reported data did not include children who entered the program at or near birth and participated in the program until age 3, it is reasonable to assume that progress would decline from the earlier reporting period to this reporting period as children with more significant developmental concerns are added to the data pool.
  • Accuracy and compliance have improved. While the natural response to improved accuracy and compliance may be an expectation to see higher numbers, in this case, the opposite may very well be true. Nationally, state Part C programs using the ECO Child Outcome Summary Form have reported concerns with early intervention service coordinators and/or providers rating children higher than they should be. This was a concern in Illinois as well. However, as training has become more prolific and focused and with more widespread use of the decision tree, early intervention service coordinators and providers in Illinois report a better understanding of the rating process and a feeling that ratings are more accurate now than they may have been early in the COS Form implementation process. This means that while early intervention service coordinators and providers may have rated children slightly higher than they should have at entry, exit scores are less likely to have received that artificial bump and therefore progress does not appear to be as great as it may otherwise have been. However, over time, entry scores will reflect the same level of accuracy as current exit scores and the playing field will level.

Improvement Activities Completed

Improvement Activity Status/Timeline/Resource
Continued training on the importance of completing the Child Outcomes Summary Form as a normal part of the IFSP and exit process. In FFY09, training focused on not only the importance of completing the Child Outcomes Summary Form, but also addressing barriers to completing Child Outcomes and improving the quality of Child Outcomes data.
Reassessment by the EI Bureau and the EI Monitoring agency of the uniformity of the administration of the summary form by the end of FFY 08/SFY 09  This activity has been completed. A conclusion was reached that additional training was required to assure more uniform use of the COS Form.
Semi-annual evaluation to assure there are no patterns in the instances where assessments are not being completed at entry and at exit as required. An initial evaluation was completed and data was reviewed with CFCs in SFY10. CFCs conducted local data analyses and developed local improvement strategies. Early analysis by CFCs resulted in improvements in data collection at both the local and state level.
During FFY 07/SFY 08 the EI program increased training that emphasized the importance of completing child outcomes assessments at every IFSP meeting and the particular importance at the initial IFSP and at exit. Training was conducted in FFY07/SFY08 and continued in FFY08/SFY09 and FFY09/SFY10. As discussed earlier, training focused on the importance of completing the COS Form, addressing barriers to completing the Child Outcomes measurement process and improving the quality of Child Outcomes data. It is believed that continued training - inclusive of the changes to training that have been incorporated since FFY07/SFY08 - have improved both the quality and the reliability of the child outcome measurement data, as demonstrated by increased rates of matched pair data from CFCs and anecdotal reports by CFC staff and providers involved in the measurement process.
To improve uniformity of administration, having one of the two lowest percentage of compliance child outcomes entry-exit pairs was made a negative factor in the CFC determination scorecard, if the percentage is below 50% of the state average effective with CY 2007 and each year thereafter. This activity is ongoing.
During FFY07/SFY08 the EI program emphasized the importance of correctly filling in the child outcome ratings at each IFSP, with particular emphasis on indicating progress was made. This activity is ongoing.
During FFY07/SFY08 and FFY08/SFY09 the EI program reviewed the rates of compliance with rules regarding child outcomes measurement with CFCs, the IICEI and other interested parties and developed strategies to assure uniformity of administration.  This activity is ongoing.
During FFY07/SFY08 and FFY08/SFY09 the EI program reviewed the aggregate results from child outcomes measurement and discussed what the results say about the program and made initial plans for activities to improve results. This activity is ongoing.
During FFY08/SFY09 and FFY09/SFY10 the EI program worked with stakeholders, including the IICEI and CFCs to develop goals to improve child outcomes. This activity is in progress. The Outcomes Workgroup has begun the process of analyzing available Child Outcomes data. Early discussions have focused on assuring reliability and validity of the data. To this end, Illinois is participating in the ENHANCE Project, which is working in multiple states to determine the reliability and validity of the child outcomes measurement process using the ECO COS Form. Additionally, Illinois has created a System Ombudsman position, whose role it is to improve compliance with program rules and principles and, in turn, facilitate better outcomes for children.
During FFY08/SFY09 and FFY09/SFY10 the EI program worked with contractors and stakeholders to educate the public on the early results on child outcome measurement and why it is important, with the help of the Outcomes Workgroup, which will meet at least quarterly starting in December, 2009. The Child and Family Outcomes Workgroup was convened, met and continues to meet to assist the State in developing strategies for disseminating information regarding the Child and Family Outcomes measurement processes, improving those processes, assuring reliability and validity of outcomes data and improving performance.
By the end of FFY10/SFY11 the EI program will implement specific goals to improve child outcomes.  The EI program is working with the IICEI, the Outcomes Workgroup, and the ENHANCE Project on this activity.
The System Ombudsman position will begin work with the field in February 2010 on improving compliance with program rules and principles. Better compliance with principles will result in better outcomes for children. The System Ombudsman position has been filled and the System Ombudsman is actively working toward this effort.
By June 30, 2010, the IICEI will create a workgroup to study issues that prevent good outcomes for Hispanic children and families. This group will issue an initial report no later than December 31, 2010. Due to a number of emergent priorities in the State, including the work of the Early Intervention Taskforce, it was determined that this improvement activity would need to be delayed. Further, it is felt that additional information about outcomes for Hispanic children must be obtained before this activity can be fully implemented. The EI program continues to believe this to be an important activity. A new timeline has been set and the improvement activity has been reworded as follows: By December 31, 2011, the IICEI will create a workgroup to investigate the correlation, if any, between poor family outcomes reported in a prior year by Spanish-speaking families and the child outcome ratings for children in Spanish-speaking households. This group will issue an initial report no later than June 30, 2012.
Special training will be undertaken with CFCs and providers in Chicago to improve the amount of useable data, to be completed no later than June 30, 2010. This activity has been completed.

The following are other improvement activities that occurred in FFY09/SFY10:

  • The data logic for pulling matched pairs data to measure child outcomes was reviewed and revised to address identified problems. Data had been lost if exit data were entered within 120 days of the child's third birthday, but not within 120 days of the case closure date. Another problem arose when the final IFSP and the termination dates were the same day. Both of these issues have been corrected, allowing additional matched pairs to be included in child outcome data. An issue with the use of an old termination code has also been addressed, with the old code for "moved out of state" being replaced with the correct, current code.
  • An edit was made to the Cornerstone system to allow CFC offices to add child outcome data to the system up to 90 days so that missing data can be entered or corrections made by the CFC office.
  • In April 2010, the CFC #2 manager volunteered to conduct a file review on the files of children with "unmatched pairs" for child outcome data in her CFC. At a CFC May 2010 managers meeting, the CFC manager presented her analysis of the review. Her presentation was followed by a facilitated discussion among the CFC managers about issues and strategies to improve compliance.
  • On June 17, 2010, a meeting of CFC managers from the Chicago area CFC offices (referenced in an improvement activity, above,) was held to further discuss strategies for improving compliance with completing and entering the child outcome data. These CFC offices represent the area of the state with the lowest percentage of children whose electronic files contain matched child outcome pairs.

Revisions, with Justification, to Proposed Targets / Improvement Activities / Timelines / Resources for FFY10/SFY11:

The State Performance Plan (SPP) has been revised to specify, for each indicator, annual targets and improvement activities for each year through FFY2012 (July1, 2012 through June 30, 2013). A revision to the targets for FFY10/SFY11 is also proposed.

Illinois proposes to replace its FFY08/SFY09 baseline data with the FFY09/SFY10 data as it is more fully reflective of Illinois' EI population for the following reasons:

  • There was a 41 percent increase from FFY08/SFY09 to FFY09/SFY10 in the number of matched pairs data available for analysis.
  • Increased use of the decision tree and participation in training sessions have increased the understanding of the child outcome measurement process, resulting in data that more accurately reflects child performance.
  • With an additional year of data collection, a full cadre of EI participants is reflected in the data, including children with more significant developmental concerns.

FFY Measurable and Rigorous Target

FFY Measurable and Rigorous Target
2010 - (2010 - 2011)

Summary Statement 1: Of those infants and toddlers who entered or exited early intervention below age expectations in each Outcome, the percent who substantially increased their rate of growth by the time they turn 3 years of age or exited the program.

Outcomes:

  1. 65.6% for positive social-emotional skills (including social relationships);
  2. 77.0% for acquisition and use of knowledge and skills (including early language/communication); and
  3. 74.5% for use of appropriate behaviors to meet their needs.

Summary Statement 2: The percent of infants and toddlers who were functioning within age expectations in each Outcome by the time they turn 3 years of age or exited the program.

 Outcomes:

  1. 63.3% for positive social-emotional skills (including social relationships);
  2. 48.0% for acquisition and use of knowledge and skills (including early language/communication); and
  3. 55.0% for use of appropriate behaviors to meet their needs.
2011 - (2011 - 2012)

Summary Statement 1: Of those infants and toddlers who entered or exited early intervention below age expectations in each Outcome, the percent who substantially increased their rate of growth by the time they turn 3 years of age or exited the program.

Outcomes:

  1. 66.0% for positive social-emotional skills (including social relationships);
  2. 77.5% for acquisition and use of knowledge and skills (including early language/communication); and
  3. 75.0% for use of appropriate behaviors to meet their needs.

Summary Statement 2: The percent of infants and toddlers who were functioning within age expectations in each Outcome by the time they turn 3 years of age or exited the program.

Outcomes:

  1. 63.3% for positive social-emotional skills (including social relationships);
  2. 49.0% for acquisition and use of knowledge and skills (including early language/communication); and
  3. 55.5% for use of appropriate behaviors to meet their needs.
2012 - (2012 - 2013)

Summary Statement 1: Of those infants and toddlers who entered or exited early intervention below age expectations in each Outcome, the percent who substantially increased their rate of growth by the time they turn 3 years of age or exited the program.

Outcomes:

  1. 66.5% for positive social-emotional skills (including social relationships);
  2. 78.0% for acquisition and use of knowledge and skills (including early language/communication); and
  3. 75.5% for use of appropriate behaviors to meet their needs.

Summary Statement 2: The percent of infants and toddlers who were functioning within age expectations in each Outcome by the time they turn 3 years of age or exited the program.

Outcomes:

  1. 63.3% for positive social-emotional skills (including social relationships);
  2. 49.6% for acquisition and use of knowledge and skills (including early language/communication); and
  3. 56.0% for use of appropriate behaviors to meet their needs.

With input from the Outcomes Workgroup, the proposed performance targets for FFY10, FFY11 and FFY12 have been set using the new baseline data. The targets indicate an increase in two summary statements, while the remaining targets decrease and then improve to target value levels. Based on the information shared under the Progress or Slippage for Indicator 3 discussed earlier, the EI Program is not confident that improvement in terms of increases in stated percentages should be expected.

New Improvement Activities Timelines & Resources

The improvement activities described in the SPP are ongoing efforts. The following are new improvement activities to be implemented through FFY12/SFY13.

New Improvement Activity Timelines & Resources
The EI program will add two Child Outcomes measurement modules to the Systems Overview training which is currently required of all new service providers. This improvement activity will target both the quality of Illinois' Child Outcomes data as well as the quality of services designed to improve children's outcomes.

This activity will be completed no later than February 1, 2011.

Resources include, but are not limited to the Early Intervention Training Program.

Utilizing a multifaceted approach to training and support related to the Child Outcomes measurement process, the EI program will develop an online training module in order to improve access to information about the Child Outcomes measurement process. Additionally, the EI program will offer post-training team discussions, mentoring and support to better ensure generalization of skills and consistency of practice. This improvement activity will target both the quality of Illinois' Child Outcomes data as well as the quality of services designed to improve children's outcomes. 

This activity will be completed no later than February 1, 2011.

Resources include, but are not limited to the Early Intervention Training Program.

The EI program will offer post-training team discussions, mentoring and support to better ensure generalization of skills and consistency of practice. This improvement activity will target both the quality of Illinois' Child Outcomes data as well as the quality of services designed to improve children's outcomes. 

This activity will begin no later than February 1, 2011 and will continue through June 30, 2013.

Resources include, but are not limited to the Early Intervention Training Program.

The EI program will begin analyzing Child Outcome data by race/ethnicity and comparing this data to Family Outcome data. This improvement activity will primarily target the quality of services designed to improve children's outcomes.  This activity will be completed no later than June 30, 2011. Resources include, but are not limited to the workgroup convened to address issues related to the Hispanic and African American communities in Illinois and the EI Data Manager.
The IICEI will create a workgroup to investigate the correlation, if any, between poor family outcomes reported in a prior year by Spanish-speaking families and the child outcome ratings for children in Spanish-speaking households. The focus of the Workgroup will be expanded to include African American families. This Workgroup will be created by December, 31, 2011 and will issue a report no later than June 30, 2012. Resources include the IICEI, the EI Training Program, and the Bureau of Early Intervention.