Illinois Child Care and Development Fund (CCDF) Plan FFY2014-2015

Effective Date:  October 1, 2013

PART 1 ADMINISTRATION

1.1 Contact Information

The agency shown below has been designated by the Chief Executive Officer of the State (or Territory), to represent the State (or Territory) as the Lead Agency. The Lead Agency agrees to administer the program in accordance with applicable Federal laws and regulations and the provisions of this Plan, including the assurances and certifications appended hereto.(658D, 658E)

1.1.1 Who is the Lead Agency designated to administer the CCDF program?

Identify the Lead Agency and Lead Agency's Chief Executive Officer designated by the State/Territory. ACF will send official grant correspondence such as grant awards, grant adjustments, Plan approvals and disallowance notifications to the designated contact identified here. (658D(a), §98.10)

Name of Lead Agency: Illinois Department of Human Services
Address of Lead Agency: 100 South Grand Avenue East; Springfield, IL 62762
Name and Title of the Lead Agency's Chief Executive Officer: Michelle R. B. Saddler, Secretary
Phone Number: 217-557-1602
Fax Number: 217-557-1647
E-Mail Address: Michelle.Saddler@illinois.gov
Web Address for Lead Agency (if any): www.dhs.state.il.us

1.1.2 Who is the CCDF administrator?

Identify the CCDF administrator designated by the Lead Agency, the day-to-day contact, with responsibility for administering the State/Territory's CCDF program. ACF will send programmatic communications such as program announcements, program instructions, and data collection instructions to the designated contact identified here. If there is more than one designated contact with equal or shared responsibility for administering the CCDF program, please identify the co-administrator or entity with administrative responsibilities and include contact information. (§§98.16(a) and (c)(1))

a) Contact Information for CCDF Administrator:

Name of CCDF Administrator: Linda Saterfield
Title of CCDF Administrator: Director, Division of Family and Community Services
Address of CCDF Administrator: 100 South Grand Avenue East, Springfield, IL  62762-0002
Phone Number: 217-785-2559
Fax Number: 217-557-9666
E-Mail Address: Linda.Saterfield@illinois.gov
Phone Number for CCDF program information (for the public) (if any): 877-202-4453
Web Address for CCDF program (for the public) (if any): www.dhs.state.il.us/page.aspx?item=29720
Web Address for CCDF program policy manual (if any): www.dhs.state.il.us/page.aspx?=9877
Web Address for CCDF program administrative rules (if any): www.ilga.gov/commission/jcar/admincode/89/08900050sections.html

b) Contact Information for CCDF Co-Administrator (if applicable):

Name of CCDF Co-Administrator:
Title of CCDF Co-Administrator:
Address of CCDF Co-Administrator:
Phone Number:
Fax Number:
E-Mail Address:

Description of the role of the Co-Administrator:

1.2 Estimated Funding

1.2.1 What is your expected level of funding for the first year of the FY 2014 - FY2015 plan period?

The Lead Agency estimates that the following amounts will be available for child care services and related activities during the 1-year period from October 1, 2013 through September 30, 2014. (§98.13(a)).

FY 2014 Federal CCDF allocation (Discretionary, Mandatory and Matching): $ 208,210,718
Federal TANF Transfer to CCDF: $ 0
Direct Federal TANF Spending on Child Care: $ 450,000,000
State CCDF Maintenance-of-Effort Funds: $ 56,873,825
State Matching Funds: $ 71,258,386

Reminder - Lead Agencies are reminded that not more than 5 percent of the aggregate CCDF funds, including federal funds and required State Matching funds, shall be expended on administration costs (§98.52) once all FY2014 funds have been liquidated.  State Maintenance-of-Effort funds are not subject to this limitation.

1.2.2 Which of the following funds does the Lead Agency intend to use to meet the CCDF Matching and maintenance-of-effort (MOE) requirements described in 98.53(e) and 98.53(h)?

Check all that apply.  Territories not required to meet CCDF Matching and MOE requirements should mark:

  • N/A here
    Note:The Lead Agency must check at least public and/or private funds as matching, even if pre-kindergarten (pre-k) funds also will be used.
  • Public funds to meet the CCDF Matching Fund requirement. Public funds may include any general revenue funds, county or other local public funds, State/Territory-specific funds (tobacco tax, lottery), or any other public funds.
    • If checked, identify source of funds:  The Lead Agency will use General Revenue Funds for CCDF Matching and MOE funds.
    • If known, identify the estimated amount of public funds the Lead Agency will receive:  254,940,100
  • Private Donated Funds to meet the CCDF Matching Fund requirement. Only private received by the designated entities or by the Lead Agency may be counted for match purposes. ( 98.53(f))  If checked, are those funds:
    • donated directly to the State?
    • donated to a separate entity(ies) designated to receive private donated funds?
      • If checked, identify the number of entities designated to receive private donated funds and provide name, address, contact and type:
      • If known, identify the estimated amount of private donated funds the Lead Agency will receive:
  • State expenditures for Pre-K programs to meet the CCDF Matching Funds requirement.
    • If checked, provide the estimated percentage of Matching Fund requirement that will be met with pre-k expenditures ( not to exceed 30%):
    • If percentage is more than 10% of the Matching fund requirement, describe how the State will coordinate its pre-k and child care services:
    • If known, identify the estimated amount of pre-k funds the Lead Agency will receive for Matching Funds requirement:
    • Describe the Lead Agency efforts to ensure that pre-k programs meet the needs of working parents:
  • State expenditures for Pre-K programs to meet the CCDF Maintenance of Effort (MOE) requirements.:
    • If checked, the Lead Agency assures that its level of effort in full-day/full-year child care services has not been reduced, pursuant to 98.53(h)(1).
    • Estimated percentage of MOE Fund requirement that will be met with pre-k expenditures ( not to exceed 20%):
    • If percentage is more than 10% of the MOE fund requirement, describe how the State will coordinate its pre-k and child care services to expand the availability of child care:
    • If known, identify the estimated amount of pre-k funds the Lead Agency will receive for MOE Fund requirement:
    • Describe the Lead Agency efforts to ensure that pre-k programs meet the needs of working parents:

1.2.3 Describe the activities for which quality funds (including targeted quality funds for infants and toddlers, school-age children, and resource and referral) will be used in FY2014 - 2015.

Note: Funding estimate is limited to FY 2014 In as much detail possible, list the activities that will be funded, the estimated amount of CCDF quality funds that will be used for each activity, and how these activities relate to the Lead Agency's overall goal of improving the quality of child care for low-income children.

Activities Estimated Amount of CCDF Quality Funds for FY2014 Activity (Lead Agency should include description of quality activities that cover FY2014 and also information about Activities for FY2015, if available) Purpose Projected Impact and Anticipated Results (if possible)
Infant/Toddler Targeted Fund $7,000,000
  1. Infant Toddler Child Care Specialists (these are continuing positions in the CCR&Rs)
  2. Healthy Child Care Illinois
  3. Mental Health Consultants (MHC)
  4. Quality Counts Child Care Grants - Infant Toddler Priority
  1. In order to improve the quality of care for children under the age of 3 years, Infant Toddler Child Care Specialists housed in local CCR&Rs provide training and TA to child care providers care infants and toddlers.
  2. Some of the local CCR&R agencies, in partnership with local health departments provide Healthy Child Care Illinois (HCCI) services. This program serves young  children with a focus on those from birth to 3 years.  Child Care Nurse Consultants provide technical assistance, training and referrals for child care providers and parents.
  3. Caregiver Connection, the MHC program, addresses the mental  health needs of young children (targeting children birth - age 5) in child care settings.  The MHC supplies training, technical assistance,  consultation and referrals to providers and families they serve in the CCR&R system.
  4. Quality Counts (QC) Child Care Grants are awarded to full-day child care providers. It is the goal of the Lead Agency that one third of the QC funds are awarded to Infant/Toddler programs. For the last few years, funds for Infant/Toddler programs have been approximately $1 million.
  1. 1) Increase the quality of child care available to low-income children under the age of 3 years. 2) Assist child care providers in moving up the QRIS by helping to improve their ITERS scores.
  2. The goal of this program is to  connect public health and child care systems to support healthy child care environments and healthy outcomes for children in care.
  3. The anticipated results include, but are not limited to: improved health/mental health outcomes for IL children; access to more training & technical assistance resources shared across agencies; improved quality of child care providers; and stable and continued enrollment of children with social/emotional challenges in child care settings.
    B)
  4. Improve the quality of infant/toddler child care in Illinois
School-Age/Child Care Resource and Referral Targeted Funds $19,000,000
  1. Illinois Afterschool Network (IAN)
  2. Quality Counts Child Care Grants - School Age programs
  3. CCR&R sponsored training for School-Age Child Care providers.
  1. Funding is provided to the Illinois Afterschool Network for school-age child care related professional development statewide, including technical assistance, training and a conference.
  2. Programs serving school-age children are eligible to apply for funds to improve the quality of this portion of their program.
  3. CCR&Rs plan and provide training specific to school-age child care.
    B)

A) Improve the quality of before/after school child care for schoolage children in Illinois.

B) Improve the quality of before/after school child care in Illinois.

C) Improve the quality of before/after school age child care in Illinois.

Quality Expansion Targeted Funds $4,000,000
  1. QRIS Infrastructure
  2. QRIS add-on to CCAP payment rates.
  3. CCR&R Staff Training and Outreach
  4. Quality Counts Vans
  5. Professional Development Funds (PDF)
  1. The Lead Agency contracts with the local CCR&Rs, INCCRRA and National Louis University (NLU) for administration, training, TA, assessment and marketing in QRIS.
  2. QRIS Recognition provides percentage rate add-ons to providers participating in CCAP. The amount of the add-on is based on the level of the award. This program is available to  licensed child care centers and family child care homes, and license exempt family child care homes providers.
  3. This includes child care consumer education and referrals to parents; training and TA for child care providers -- both current and prospective.
  4. Each CCR&R has a "Quality Counts" van used to provide outreach to parents, providers and the community related to child care. This includes on-site TA; training and consumer education.
  5. PDF are available for child care providers to use to attend conferences, seminars and workshops.
  1. The goal of the QRIS is to increase the quality of child care by providing support to providers seeking to improve and/or maintain a high level of quality.
  2. The goal of this program is to increase the quality of child care that is available to low income families.
  3. Consumer education helps parents be more informed consumers of child care; parent referrals help parents gain access to the available child care in community; training and TA for prospective child care providers increases the state's capacity; and training and TA for current providers helps providers increase and maintain levels of quality.
  4. The on-site visits and attendance at community events promote the development of quality child care.
  5. The goal of PDF is to assist child care providers in attaining the professional development that supports quality child care.
Quality Funds (not including Targeted Funds) $19,000,000
  1. Great START Wage Supplement Program
  2. CCR&R Core Services
  3. Quality Counts Child Care Grants
  4. Gateways to Opportunity - Scholarships
  5. Gateways to Opportunity - Credentials
  6. Gateways to Opportunity - Registry
  1. Developed to "Attain and Retain Teachers", Great START wage supplements are available to individuals employed in licensed child care settings, who have attained higher educational qualifications than required by DCFS licensing standards and who have been employed by their current employer for more than one year.
  2. CCR&Rs offer child care related services for parents (consumer education & provider referrals), providers (training. TA, and referrals), and communities (supply child care data and TA on expanding child care services).
  3. Child care providers may apply through a competitive process for Quality Counts Grants. Funds may be used for supplies, equipment, minor facility improvements, and/or training/consultation services.
  4. Gateways Scholarships provides partial funding for college tuition and fees to child care providers.
  5. The Lead Agency supports the infrastructure for the Credentials that are available to ECE, SA and youth development (YD) practitioners.
  6. The Registry tracks practitioner employment, education, and professional development activity. It provides data on the child care workforce and is membership is now required by DCFS Licensing Standards.
  1. The two main goals of Great Start are to: 1) decrease the rate of staff turnover, and 2) provide an incentive to increase the qualifications of the staff working with children.
  2. The goals of the CCR&R core services are many but heading the list are helping parents be more informed consumers of child care and helping providers provide quality child care.
  3. Improve the quality of child care in Illinois.
  4. The goal of the Scholarship Program is to increase the educational levels of child care providers.
  5. The goal of the Credential program are to recognize and validate education attainment, experience and professional contributions.
  6. The goals of the Registry are many. Key for the Lead Agency are the data on the child care workforce and connection with DCFS training requirements for child care practitioners.

1.2.4 Will the Lead Agency distribute quality funds to counties or local entities?

Note: This question is to obtain information on whether the Lead Agency retains decision making responsibilities regarding the quality dollars at the State/Territory level or if funds are distributed to local entities.

Does the State maintain decisions at the State level, or are funds distributed to locals that have some decisions on how funds are spent.

  • No, the Lead Agency will not distribute any quality funds directly to local entities
  • Yes, all quality funds will be distributed to local entities
  • Yes, the Lead Agency will distribute a portion of quality funds directly to local entities.  Estimated amount or percentage to be distributed to localities
  • Other.  Describe:

1.3 CCDF Program Integrity and Accountability

Program integrity is defined to include efforts that ensure effective internal controls over the administration of CCDF funds. The Lead Agency is responsible for monitoring programs and services, ensuring compliance with the rules of the program, promulgating rules and regulations to govern the overall administration of the plan and oversee the expenditure of funds by sub-grantees and contractors. (§ 98.11(b)) Accountability measures should address administrative error, which includes unintentional agency error, as well as address program violations, both unintentional and intentional, that may or may not result in further action by the Lead Agency, including those cases suspected of and/or prosecuted for fraud.

1.3.1. Describe the strategies the Lead Agency will utilize to ensure effective internal controls are in place.

The description of internal controls may include, but is not limited to a description of processes to ensure sound fiscal management, to identify areas of risk or to establish regular evaluation of control activities.  Describe:

  • The Child Care Tracking System (CCTS) tracks the activity of contractors who administer the Child Care Assistance Program (CCAP): the CCR&R agencies and the site administered child care providers. CCTS requires prospective eligibility, that is, clients and providers must be determined to be eligible before services are approved for payment. CCTS monthly management reports are generated for the Lead Agency and contractor program management. Complaints about the CCAP from parents and providers are tracked as a means of reviewing contractor performance. CCAP activity is audited on-site at least every three years for every CCR&R and site administered child care provider.
  • The Lead Agency annually performs internal accounting and administrative controls to ensure compliance with requirements of the Fiscal Control and Internal Auditing Act (FCIAA). In addition, the Lead Agency has centralized federal reporting to one Bureau in order to provide checks and balances across funding streams. The Bureau of Revenue Management & Federal Reporting is responsible for financial reporting and the related functions of cost allocation, random moment sampling, cash draw down and cash management, Cash Management Improvement Act (CMIA) calculations and State reporting requirements. The Lead Agency complies with A-133; Audits of State, Local Governments & Non-Profit Organizations. Fiscal controls are also ensured through multiple approval levels and segregation of duties for approvals and voucher entering.
  • The Lead Agency's Bureau of Child Care and Development (BCCD) randomly selects a predetermined number CCAP cases for review. BCCD staff meet with each contractor to discuss their errors. BCCD staff also conduct training to emphasize proper policies and procedures related to the errors found.
  • CCDF quality activities are monitored by the Program Development and Quality Improvement (PDQI) Unit in the BCCD via desk audit of monthly/quarterly program and monthly expenditure reports. The audits are based on contractual purchase of service standards. PDQI staff perform regular on-site audits of quality contracts.

1.3.2. Describe the processes the Lead Agency will use to monitor all subrecipients.

Lead Agencies that use other governmental or non-governmental subrecipients to administer the program must have written agreements in place outlining roles and responsibilities for meeting CCDF requirements. (98.11 (a) (3))

Definition: A sub-recipient (including a sub-contractor and or sub-grantee) is a non-Federal entity that expends Federal awards (contract or grant) received from another entity to carry out a Federal program, but does not include a vendor nor does it include an individual who is a beneficiary of such a program. OMB Circular A-133 Section 210 provides additional information on the characteristics of a sub-recipient and vendor (http://www.whitehouse.gov/omb/circulars/a133_compliance_supplement_2010). The description of monitoring may include, but is not limited to, a discussion of written agreements, fiscal management, review of policies and procedures to ensure compliance with CCDF regulations, monitoring/auditing contractors or grantees to ensure that eligible children are served and eligibility documentation is verified, and establishing performance indicators or measures related to improper payments.  Describe: 

  • The Lead Agency's Bureau of Child Care and Development staff audit each contractor on-site at least every three years. In addition, the Lead Agency's Office of Contracts randomly selects contractors to audit annually.
  • Quality activity contractors submit quarterly reports with activity data, which is tracked for completion of contract deliverables. Each contractor is audited on-site at least every three years.  The Quality/Discretionary providers submit monthly billings to their individual contract managers in the Quality unit. Staff review expenditure reports and make payment recommendations to one designated staff person in the Quality unit. She then completes a spreadsheet, which reflects the payment recommendation and what line item of the contractors' budget the payment should be made from (Eligibility Determination, Quality, Quality Rating System and Infant Toddler Specialists). She obtains the Bureau Chief's approval to pay. Once the Bureau Chief has approved, the Contract Manager prints the spreadsheet and pays what is recommended. The Contract Manager updates the spreadsheet with the payment amounts she has entered and forwards them to two additional staff in the Contract unit, allowing for two levels of approval. This prevents the Contract Manager from approving payments that she has entered into the system.
  • CCAP Policy 07.10.01: A child care provider who participated in the Illinois Department of Human Services Child Care Assistance Program is subject to and must cooperate with the monitoring review of their records to insure that services billed to the Department are adequately documented.
  • Procedures for the preceding policy:
    A child care provider who contracts with the State of Illinois to provide direct service care for a client who is enrolled in the Illinois Department of Human Services Child Care Assistance Program (CCAP) must keep adequate records to fully document the extent to which services were provided. This includes a record of attendance which clearly delineates the dates and times the child was present. The minimum requirements for documents that comprise a client's case record can be found in Policy 03.01.01 - Contents of Case Records. A licensed child care center, licensed family child care home or group child care home provider is required to maintain records which fully document the extent of services provided for a minimum of five years from the date of payment. In addition, Site Administered Contracted providers agree to make all case records and supporting documentation relevant to the services billed to the State of Illinois available to any and all authorized Department representatives and Federal authorities. Failure to maintain adequate records shall establish a presumption in favor of the State for any funds paid by the State for which adequate documentation is not available to support reimbursement.
  • Child Care Resource and Referral agencies are subject to the same documentation requirements as stated above with the exception of attendance records.
  • All contractors are required to keep adequate financial records to document program income and expenditures as it contributes to the delivery of services to the State Subsidized Child Care clients.
  • Non-contracted child care providers are required to keep adequate attendance records which clearly delineate the dates and times each child billed to the Department was present.

1.3.3. Describe the activities the Lead Agency will have in place to identify program violations and administrative error to ensure program integrity using the chart below.

Program violations may include intentional and unintentional client and/or provider violations as defined by the Lead Agency. Administrative error refers to areas identified through the Error Rate Review process (98.100). Check which activities, if any, the Lead Agency has chosen to conduct.

Type of Activity Identify Program Violations Identify Administrative Error
Share/match data from other programs (e.g. TANF, Child and Adult Care Food Program (CACFP), Food and Nutrition Service (FNS), Medicaid)) Yes Yes
Share/match data from other databases (e.g., State Directory of New Hires, Social Security Administration,  Public Assistance Reporting Information System (PARIS)) Yes Yes
Run system reports that flag errors (include types) Yes Yes
Review of attendance or billing records Yes Yes
Audit provider records Yes Yes
Conduct quality control or quality assurance reviews Yes Yes
Conduct on-site visits to providers or sub-recipients to review attendance or enrollment documents Yes Yes
Conduct supervisory staff reviews No No
Conduct data mining to identify trends Yes Yes
Train staff on policy and/or audits Yes Yes
Other. Describe No No
None No No

For any option the Lead Agency checked in the chart above other than none, please describe:

  • Share/match data from other programs and other databases for fraud and administrative error:  Examples of this activity include the review of data found in the Child Care Tracking System (CCTS) obtained from child care clients and providers and comparing it to data found in the Illinois Public Aid Communications System (IPACS) Inquiry system, including client information Automated Client Information Data (ACID) through the Client Data Base Inquiry screens. Wage verification through Automated Wage Verification System (AWVS), Clint Name and Address through ANQR, and Key Information Delivery System (KIDS) are also compared to documents obtained directly from the client such as check stubs, tax returns, and school enrollment schedules and grade reports.
  • Run system reports that flag errors (including types) for fraud and administrative error:  Examples of this activity include the review of data found in the the CCTS obtained from the child care clients and providers and comparing its data found in the CCTS Web Download Reports for the following potential errors: providers without background checks; multiple providers with the same address; clients who are also providers; active clients turning age 20; active cases with multiple children with the same date of birth; active cases with 5 or more active children; child on multiple cases; SSN not matching name/date of birth; cases sent cancellation for child age 13.
  • Audit provider records: Provider records including the client files containing the client application and/or redetermination forms and other source documentation as well as the provider billing forms, certificates or Monthly Enrollment Reports (MERS), are reviewed during the normal course of events during a field monitoring review to determine if client eligibility has been determined accurately and payments made only for the days the client was eligible to receive services. Any findings are noted in a monitoring report to the provider, as well as BCCD management. Clients found to be ineligible are required to be removed from the CCAP and any funds paid while they were ineligible are recovered through the overpayment process.
  • Quality Control/Quality Assurance Reviews:  The Lead Agency's Bureau of Child Care and Development staff audit each contractor on-site at least every three years. In addition, the Lead Agency's Office of Contracts randomly selects contractors to audit annually.
  • Quality activity contractors submit quarterly reports with activity data, which is tracked for completion of contract deliverables. Each contractor is audited on-site at least every three years.  The Quality/Discretionary providers submit monthly billings to their individual contract managers in the Quality unit. Staff review expenditure reports and make payment recommendations to one designated staff person in the Quality unit. She then completes a spreadsheet, which reflects the payment recommendation and what line item of the contractors' budget the payment should be made from (Eligibility Determination, Quality, Quality Rating System and Infant Toddler Specialists). She obtains the Bureau Chief's approval to pay. Once the Bureau Chief has approved, the Contract Manager prints the spreadsheet and pays what is recommended. The Contract Manager updates the spreadsheet with the payment amounts she has entered and forwards them to two additional staff in the Contract unit, allowing for two levels of approval. This prevents the Contract Manager from approving payments that she has entered into the system.
  • CCAP Policy 07.10.01: A child care provider who participated in the Illinois Department of Human Services Child Care Assistance Program is subject to and must cooperate with the monitoring review of their records to insure that services billed to the Department are adequately documented.
  • Procedures for the preceding policy:  A child care provider who contracts with the State of Illinois to provide direct service care for a client who is enrolled in the Illinois Department of Human Services Child Care Assistance Program (CCAP) must keep adequate records to fully document the extent to which services were provided. This includes a record of attendance which clearly delineates the dates and times the child was present. The minimum requirements for documents that comprise a client's case record can be found in Policy 03.01.01 - Contents of Case Records. A licensed child care center, licensed family child care home or group child care home provider is required to maintain records which fully document the extent of services provided for a minimum of five years from the date of payment. In addition, Site Administered Contracted providers agree to make all case records and supporting documentation relevant to the services billed to the State of Illinois available to any and all authorized Department representatives and Federal authorities. Failure to maintain adequate records shall establish a presumption in favor of the State for any funds paid by the State for which adequate documentation is not available to support reimbursement.
  • Child Care Resource and Referral agencies are subject to the same documentation requirements as stated above with the exception of attendance records.
  • All contractors are required to keep adequate financial records to document program income and expenditures as it contributes to the delivery of services to the State Subsidized Child Care clients.
  • Non-contracted child care providers are required to keep adequate attendance records which clearly delineate the dates and times each child billed to the Department was present.
  • Conduct Data Mining to Identify Trends: Examples of this activity include review of the data found in the CCTS obtained from the CCAP clients and providers and comparing it to the data found in the CCTS Web Download Reports for the following potential errors: multiple payments to the same provider name at different addresses; over-capacity report for license-exempt providers; and same employer for multiple parents at a single provider.

If the Lead Agency checked none, please describe what measures the Lead Agency has or plans to put in place to address program integrity:

1.3.4. What strategies will the Lead Agency use to investigate and collect improper payments due to program violations or administrative error?

Check and describe in the chart below which strategies, if any, the Lead Agency will use for each of the following areas: Unintentional program violations (UPV), intentional program violations (IPV) and/or fraud, and administrative error as defined in your State/Territory. The Lead Agency has the flexibility to recover misspent funds as a result of errors. The Lead Agency is required to recover misspent funds as a result of fraud (98.60(i)).

Strategies UPV IPV and/or Fraud Administrative Error
Require recovery after a minimum dollar amount in improper payment.  Identify the minimum dollar amount: $ 1 Yes Yes Yes

Coordinate with and refer to other State/Territory agency (e.g. State/Territory collection agency, law  enforcement).

Describe:  Illinois Bureau of Collections uses private collection agencies to collect overpayments, when possible. In addition, cases are referred to the Attorney General for civil and criminal prosecution.  Cases are referred to various law enforcement agencies including the State of Illinois Bureau of Investigations, the Federal Postal Inspection Service, the Office of the Inspector General for the Department of Health and Human Services, the Federal Bureau of Investigations, the Internal Revenue Service, the Illinois State Police, the Chicago Police Department and numerous other local law enforcement agencies for investigation. The Lead Agency works will all of these agencies.

Yes Yes Yes
Recover through repayment plans Yes Yes Yes
Reduce payments in the subsequent months Yes Yes Yes
Recover through State/Territory tax intercepts Yes Yes Yes

Recover through other means.

Describe:  Other recovery methods are used by the State Treasurer's Office, including Lottery winnings, estate inheritance, and tax  refunds, as well as wage garnishments when feasible.

Yes Yes Yes

Establish a unit to investigate and collect improper payments.

Describe composition of unit:  The Lead Agency's Bureau of Child Care and Development has a Fraud, Forgery and Overpayment unit to handle cases of overpayment identification and recovery. This unit works with all contracted site  administered programs, child care programs, CCR&R agencies, as well as State agency staff.  Staff from this unit refer possible cases of improper payments to the Bureau's Policy unit, which works with the Lead Agency's Bureau of Investigations and the  Office of the Inspector General to identify and collect overpayments.  Providers that do not repay are sanctioned by not being  allowed to participate in the program. Currently, parents are not sanctioned. Correction of errors relating to underpayments or ineligible services is handled through the appeal process, defined in Section 04.04.01 of the Child Care Manual.  The manual can be found at www.dhs.illinois.gov/CC AP/Program Manual.

Yes Yes Yes
Other.  Describe: No No No
None No No No

For any option the Lead Agency checked in the chart above other than none, please describe:

1.3.5. What type of sanction, if any, will the Lead Agency place on clients and providers to help reduce improper payments due to program violations?

  • None
  • Disqualify client.  If checked, please describe, including a description of the appeal process for clients who are disqualified:
    • The Lead Agency in Illinois does not sanction parents. However, parents who have been found ineligible to CCAP services can appeal the decision by filing a written request for an appeal within 60 days of the unfavorable decision. Parents who wish to appeal an unfavorable decision should first speak to the Child Care Specialist handling their case to receive an explanation of the decision. The Child Care Specialist will provide the form necessary to file for an appeal. Appeals are administered by the Lead Agency's Bureau of Appeals.
  • Disqualify Provider.  If checked, please describe, including a description of the appeal process for providers who are disqualified:
    • Providers can appeal decisions made about child care payments that cannot be honored according to Lead Agency policy. Providers file appeals through the Illinois Court of Claims, using a Court of Claims form (Form CC-28.2).
  • Prosecute Criminally
  • Other.  Describe.

1.3.6 Based on responses provided from Question 14 in the most recent ACF-402 report, please describe those actions the Lead Agency has taken or plans to take to reduce identified errors in the table below.

Territories not required to complete the Error Rate Review should mark

  • N/A here
Activities identified in ACF-402 Cause/Type of Error (if known) Actions Taken or Planned Completion Date (Actual or planned) (if known)
Service activity documentation Missing documentation The Lead Agency is in the process  of developing a new case and documentation management system, known as the Child Care Management System (CCMS). The system will allow CCAP Specialists to scan and index documents associated with all aspects of case eligibility. CCMS is scheduled to launch by the 2nd quarter of state fiscal year 2014.
Provider background check documentation Missing documentation The Lead Agency has new policies and procedures for sharing of background check information. The Lead Agency and the Department of Children and Family Services have moved to a more automated method of reporting and documenting background check hits. This eliminated the need for paper documentation in files. Completed July 2011
Income calculation errors Administrative error All CCAP policies and procedures have been reviewed. The Lead Agency is in the process of implementing Joint Committee on Policy recommendations to make CCAP policies more consistent with OCC IM about continuity of care. The related Administrative Rule is in process. Projected date of completion: Fall 2013
Incorrect assessments of co-payments Administrative Error

The Lead Agency has revised policy and procedure for assessing parent co-payments.

They are now determined by family size and family income only.

Completed July 2011

1.4 Consultation in the Development of the CCDF Plan

Lead Agencies are required to consult with appropriate agencies in the development of its CCDF Plan (§98.12, §98.14(a),(b), §98.16(d)).

Definition: Consultation involves the meeting with or otherwise obtaining input from an appropriate agency in the development of the State or Territory CCDF Plan. At a minimum, Lead Agencies must consult with representatives of general purpose local governments. (§§98.12(b), 98.14(a)(1))

1.4.1 Identify and describe in the table below who the Lead Agency consulted with in the development of the CCDF Plan (658D(b)(2), §§98.12(b), 98.14(b)).

Agency/Entity Describe how the Lead Agency consulted with this Agency/Entity in developing the CCDF Plan

Representatives of general purpose local government (required)

This may include, but is not limited to:  representatives from counties  and  municipalities, local human service agencies, local education representatives (e.g., school districts), or local public health agencies.

The Plan is based on work done by the Lead Agency's Child Care Advisory Council, the Illinois Early Learning Council, the Professional Development Advisory Council, the CCR&R System Council, and the DCFS Advisory Committee on Licensing. Each of these advisory bodies includes representatives from  state and local agencies focusing on education, public health, child welfare, etc. Some specific examples include but are not limited to: Head Start, Chicago Public Schools, Chicago Department of Family and Support Services, the Illinois State Board of Education, Regional Offices of Education, and county/local public health departments.
For the remaining agencies, check and describe (optional) any which the Lead Agency has chosen to consult with in the development of its CCDF Plan.

State/Territory agency responsible for public education

This may include, but is not limited to, State/Territory pre-kindergarten programs (if applicable), programs serving school-age children (including 21st Century Community Learning Centers), or higher education.

The state agency responsible for public education is the Illinois State Board of Education (ISBE). ISBE is represented on the advisory councils cited above. The CCDF Lead Agency works closely with the ISBE Division of Early Childhood.

State/Territory agency responsible for programs for children with special needs

This may include, but is not limited to: State/Territory early intervention programs authorized under the Individuals with Disabilities Education Act (Part C for infants and toddlers and Section 619 for preschool), or other State/Territory agencies that support children with special needs

ISBE is also the state agency responsible for special education. IDEA, Part 619, is also represented on the councils cited above.

The CCDF Lead Agency is responsible for Early Intervention, IDEA, Part C. Early Intervention is represented on the councils named above.

State/Territory agency responsible for licensing (if separate from the Lead Agency) The Illinois Department of Children and Family Services (DCFS) is responsible for child care licensing and is represented on the councils named above.
State/Territory agency with the Head Start Collaboration grant The Head Start State Collaboration Office is housed within CCDF Lead Agency and is represented on the councils named above.
Statewide Advisory Council authorized by the Head Start Act The Illinois Early Learning Council (IELC) is the state advisory council authorized by the Head Start Act. It is represented on the councils named above and the CCDF State Administrator serves on the ELC and the ELC Executive Council. CCDF Lead Agency staff participate on the Council's committees.
Other Federal, State, local, Tribal (if applicable), and/or private agencies providing early childhood and schoolage/youth-serving developmental services Agencies providing early childhood and school -age/youth development services are represented on the advisory councils, include, but are not limited to: Carole Robertson Center for Learning; Rogy's Learning Place Center; Erie Neighborhood House; Chaddock; Ounce of Prevention Fund and Skip-A-Long Child Development Services.
State/Territory agency responsible for the Child and Adult Care Food Program (CACFP) ISBE is responsible for the Child Adult Care Food Program.
State/Territory agency responsible for implementing the Maternal and Early Childhood Home Visitation programs grant The Lead Agency is responsible for the Maternal and Early Childhood Home Visitation Program.
State/Territory agency responsible for public health (including the agency responsible for immunizations and programs that promote children's emotional and mental health) The Illinois Department of Public Health is responsible for immunizations and shares the programs that promote children's emotional and mental health with the CCDF Lead Agency.
State/Territory agency responsible for child welfare The Illinois Department of Children and Family Services is responsible for child welfare and is represented on the councils named above.
State/Territory liaison for military child care programs or other military child care representatives N/A
State/Territory agency responsible for employment services/workforce development The CCDF Lead Agency is responsible for employment services/workforce development
State/Territory agency responsible for Temporary Assistance for Needy Families (TANF) The CCDF Lead Agency is responsible for TANF

Indian Tribes/Tribal Organizations

N/A: No such entities exist within the boundaries of the State

N/A
Private agencies/entities including national initiatives that the Lead Agency is participating in such as BUILD, Strengthening Families, Mott Statewide After-school Networks, Ready by 21 Agencies represented on the councils named above who inform the CCDF Lead Agency's child care programming include, but are not limited to: Ounce of Prevention Fund (BUILD); Voices for Illinois Children (Mott After-School Network); and Illinois Action for Children
Provider groups, associations or labor organizations Associations serving on the councils listed above include, but are not limited to: Illinois Association for the Education of Young Children (ILAEYC); PSO/Illinois Child Care Association; Illinois Afterschool Network (IAN); and Service Employees International Union (SEIU)
Parent groups or organizations N/A
Local community organization, and institutions (child care resource and referral, Red Cross) Several of the local CCR&Rs serve on the councils listed above. All Child Care Resource and Referral agencies serve on the CCR&R System Council.
Other N/A

1.4.2. Describe the Statewide/Territory-wide public hearing process held to provide the public an opportunity to comment on the provision of child care services under this Plan.

(658D(b)(1)(C), §§98.14(C)). At a minimum, the description should include:

  1. Date(s) of notice of public hearing: 05/08/2013
    Reminder - Must be at least 20 days prior to the date of the public hearing.
  2. How was the public notified about the public hearing? The legal notice of the Public Hearing was placed in the state newspaper (Breese-Courier) on May 8th and 15th. The Public Hearing announcement was also emailed to the Child Care and Development Advisory Council, the Early Learning Council, the Professional Development Advisory Council and the CCR&R System Council.
  3. Date(s) of public hearing(s): 05/29/2013
    Reminder - Must be no earlier than 9 months before effective date of Plan (October 1, 2013).
  4. Hearing site(s) 1226 Towanda Plaza, Bloomington, IL and via Webinar
  5. How was the content of the Plan made available to the public in advance of the public hearing(s)? The draft of the 2014-15 State Plan was posted on the Lead Agency website and the link was shared in the legal notice and other announcements. Copies of the Plan were available for people who attended the Public Hearing.
  6. How will the information provided by the public be taken into consideration in the provision of child care services under this Plan? Comments and questions received from the public are discussed internally by the Lead Agency (State Child Care Administrator and program staff) first. The conversation are taken to the Lead Agency's advisory bodies, if necessary. Appropriate changed are made to the State Plan.

1.4.3. Describe any strategies used by the Lead Agency to increase public consultation on the Plan or access to the public hearing.

For example, translating the public hearing notice into multiple languages, using a variety of sites or technology (e.g., video) for the public hearing, holding the hearing at times to accommodate parent and provider work schedules.

  • Webinar access is planned for the Public Hearing on May 29th. The webinar will be recorded and the web address of the recording will be provided on the Lead Agency's website.

1.5. Coordination Activities to Support the Implementation of CCDF Services

Lead Agencies are required to coordinate with other Federal, State, local, Tribal (if applicable) and private agencies providing child care and early childhood development services

Definition - Coordination involves child care and early childhood and school-age development services efforts to work across multiple entities, both public and private (such as in connection with a State Early Childhood Comprehensive System (SECCS) grant or the State Advisory Council funded under the Head Start Act of 2007). (658D(b)(1)(D), §§98.12(a), 98.14(a)(1))

Note: Descriptions of how governments are organized for each State are provided at: http://www2.census.gov/govs/cog/all_ind_st_descr.pdf.

1.5.1. Identify and describe in the table below with whom the Lead Agency coordinates in the delivery of child care and early childhood and school-age services (§98.14(a)(1)).

Agency/Entity Check all that Apply Describe how the Lead Agency will coordinate with this Agency/Entity in delivering child care and early childhood services Describe the goals or results you are expecting from the coordination

Representatives of general purpose local government.

This may include, but is not limited to: representatives from counties and municipalities, local education representatives, or local public health agencies.

Yes City of Chicago Department of Family and Support Services: Site Administered Child Care contractor & collaboration program Goals include:  increased supply of full day/full year services braided funding improved quality of services shared training & TA policy alignment

State/Territory agency responsible for public education (required).

This may include, but is not limited to, State/Territory prekindergarten programs (if applicable), programs serving school-age children (including 21st Century Community Learning Centers), or higher education.

Yes Illinois State Board of Education's Preschool for All/Prevention Initiative (PFA/PI): CCR&Rs work with and train child care providers who also have PFA/PI grants; QRIS monitoring efforts are coordinated Child Care Collaboration: See Head Start State Collaboration Office section IL Early Learning and Development Standards (ELDS): collaborate with Head Start and ISBE in training child care providers on the standards. Goals include:  increased supply of full day/full year services braided funding coordinated  monitoring increase in shared training and TA resources
Other Federal, State, local, Tribal (if applicable), and/or private agencies providing early childhood and schoolage/ youth serving development al services (required) Yes The Early Childhood Comprehensive Services (ECCS) FFY2014 grant application is being complete with the Illinois Chapter of the American Academy of Pediatrics as the lead.  The CCDF Lead Agency is a partner in the application. General goal:  Reduce toxic stress and trauma in early childhood settings

State/Territory agency responsible for public health (required).

This may include, but is not limited to, the agency responsible for immunizations and programs that promote children's emotional and mental health

Yes

The CCDF Lead Agency's Division of Family and Community Services, IL Department of Public Health, county/local health departments and the CCR&Rs:

Healthy Child Care Illinois Public health nurses are housed in some CCR&R agencies and supply training, referrals and TA to parents and child care providers, including those serving children with special needs.

Childhood Obesity Project INCCRRA, CCR&R agencies and other contractors promote the importance of healthy eating and exercise for children. Promotional materials with information about nutrition, healthy meals and snacks continue to be distributed. Supports a website to help inform parents, child care providers and others about the seriousness of obesity in young children. The website contains recipes, exercise suggestions, and links to additional resources and relevant research.

Early Childhood Mental Health Consultant (MHC) Program: The CCDF Lead  agency contracts with Chaddock, a private child welfare agency, to administer the MHC program. Mental Health Consultants conduct training, provide consultation and supply referrals for child care providers and the families they serve.

Illinois Children's Mental Health Partnership (ICMHP): The ICMHP, created by the IL Children's Mental Health Act, includes State officials and agency staff, local school districts, professional organizations, advocacy groups, and community services.

We Choose Health Project: The Illinois Department of Public Health is contracting with INCCRRA and partnering with the CCDF Lead Agency to implement a pilot training curriculum for the NAPSACC (National and Physical Activity Assessment for Child Care). Pilots are occurring through the CCR&R  agencies in various parts of the state and include training and TA for providers.

General goals include:  improved health/mental health outcomes for IL children Access to more training and TA resources shared across agencies improved quality of child care providers

MHC Specific goal: stable and continued enrollment of children with social/emotional challenges in child care settings

ICMHP Specific Goal: comprehensive, coordinated mental health prevention, early intervention and treatment services for children.

State/Territory agency responsible for employment services / workforce development (required) Yes

The CCDF Lead Agency, INCCRRA, the Professional Development Advisory Council (PDAC), various other state and private/non-profit agencies and organizations.

Gateways to Opportunity: IL Professional Development System: A comprehensive, cross-sector professional development system that includes a career lattice with identified professional knowledge; credentials that recognize educational and professional attainments; professional development advisors; wage supplement and scholarship programs; and a registry.

Goals include:  Increased access to training and training resources across sectors Improved quality of training and training resources Improved professionalism of the workforce

Integration of the Gateways Credentials with the new QRIS and the Great START Wage Supplement Program.

State/Territory agency responsible for providing Temporary Assistance for Needy Families (TANF) including local human service agencies(required) Yes

Lead Agency's Family & Community Resource Centers (FCRCs); CCR&R agencies

CCR&R/FCRC Integration Program: Collaboration to ensure customers are supplied with the resources necessary to achieve maximum independence, including informing customers of referrals to child care providers and supplying information about other Lead Agency, state and community services. CCR&R staff meet with FCRC staff, develop plans for coordination of services, and supply information about programs.

Goals include:  increased and enhanced services to families greater self-sufficiency of families coordination of services

Indian Tribes/Tribal Organizations (required)

N/A: No such entities exist within the  boundaries of the State

N/A N/A N/A
For the remaining agencies, check and describe (optional) any with which the Lead Agency has chosen to coordinate early childhood and school-age service delivery
State/Territory agency with the Head Start Collaboration grant Yes

The Lead Agency holds the grant for the Head Start State Collaboration Office.

Child Care Collaboration Program: CCAP funds are used in approved collaborations among child care providers, Head Start/Early Head Start, and Preschool for All. Policies are implemented in this program to bridge the differences between Head Start/PreK regulations and child care policy in order to provide seamless services for families.

Goals include:  increased full day/full year services improved child care  quality improved policy alignment an increase in seamless services to families

State/Territory agency responsible for Race to the Top - Early Learning Challenge (RTT-ELC)

N/A: State/Territory does not participate in RTT-ELC

Yes

The Governor's Office of Early Childhood Development is the lead agency for RTT-ELC 2.  The Illinois State Board of Education is the fiscal agent.

Activities for the grant are coordinated by the Intergovernmental Agency Team, of which the CCDF Lead Agency is a member.

Overarching goal: Illinois is focused on implementing early childhood system reform that will lead to an increase in the number of children who enter kindergarten ready to engage in a challenging curriculum.

Several components of the IL plan are explained in Section 3.2 and 3.3.

State/Territory agency responsible for the Child and Adult Care Food Program (CACFP)

Illinois State Board of Education (ISBE)

Child and Adult Care Food Program expansion project: includes  license exempt providers serving CCAP children

Goals include:  Better coordination of policies higher quality of care braided funding

State/Territory agency responsible for programs for children with special needs

This may include, but is not limited to:  State/Territory early intervention programs authorized under the Individuals with Disabilities Education Act (Part C for infants and toddlers and Section 619 for preschool), or other

State/Territory agencies that support children with special needs

Yes The CCDF Lead Agency for Earl Intervention; ISBE for Early Childhood Special Education; the Illinois Head Start Association; and Head Start-Region V Office Goals of MOU include:  Improved services to children with special needs/disabilities and their families Coordinated service delivery system
State/Territory agency responsible for implementing the Maternal and Early Childhood Home Visitation programs grant Yes Lead Agency and other private & public stakeholders BCCD staff have been part of the planning for the MEC home visiting program grants, including the most recent through ACA. Staff continue to serve in the development of programs. Goals include:  improved integration of programming improved use of research  based approaches in home visiting improved service to infants and toddlers
State/Territory agency responsible for child welfare Yes Illinois Department of Children and Family Services and Head Start School Readiness: Statewide joint agreement to increase enrollment of children in the child welfare system in quality early learning settings; work on Child Care Advisory Council expanding Head Start collaboration with child care. Goals include:  Improved quality of services for children in the child welfare system
State/Territory liaison for military child care programs or other military child care representatives No
Private agencies/entities including national initiatives that the Lead Agency is participating in such as BUILD, Strengthening Families, Mott Statewide After-school Networks, Ready by 21 Yes BUILD: The Lead Agency was part of the original IL BUILD team and still serves on the resulting Birth-to-Five project and its Interagency Team Strengthening Families IL: Lead Agency staff were involved with the development of this initiative. CCR&R collaboration provides training in the Protective Factors to child care providers. Goals include:  improved early childhood systems resulting in improved service delivery improved parent and staff  training for family services
Local community organizations (child care resource and referral, Red Cross) Yes

CCR&R agencies: Contracted agencies responsible for implementing CCAP and Quality programs for child care providers, parents and communities. This includes services such as: consumer education and child care referrals for parents; and training, TA, and grants for child care providers.

INCCRRA: Contracted agency responsible for implementing statewide professional development programs for CCR&R staff and child care providers and quality initiatives.

INCCRRA administers the Gateways to Opportunity Scholarship Program and the Great START Wage Supplement Program for practitioners in licensed child care settings, including full day/full year Head Start and PreSchool for All programs.

INCCRRA also administers the Gateways Credentialing program and the Gateways Registry for practitioners serving children, youth and families.

Goals include:  Increased professional development opportunities for practitioners working with, and for, children and families

Improved education and training for parents and staff improved staff retention in child care settings

Overarching goal is improved quality in programs serving children, youth and families.

Provider groups, associations or labor organizations Yes

Child Care Advisory Council (CCAC):  Members advise the CCDF Lead Agency on issues related to child care services: quality, system capacity, family outcomes, and program administration

Professional Development Advisory Council (PDAC): Co-Chairs serve in the CCAC. PDAC advises the CCDF Lead Agency on issues related to professional development generally and Gateways to Opportunity specifically.

Service Employees International Union (SEIU): Members serve on the Child Care Advisory Council; SEIU is the organizing entity for IL family child care home providers serving CCAP children.

Site Administered Child Care Programs: In Fiscal Year 2013, the CCDF Lead Agency contracted with 40 child care centers and home networks to administer CCAP.

Goals include:  Improved CCAP services Coordinated information sharing Alignment of policies Improved  professional development for child care providers
Parent groups or organizations No
Other No

1.5.2. Does the State/Territory have a formal early childhood and/or school-age coordination plan?

Lead Agencies are not required to have an early childhood nor a school-age coordination plan, but the State/Territory may have such plans for other purposes, including fulfilling requirements of other programs.

  • YES.  If yes;
    1. Provide the name of the entity responsible for the coordination plan(s):  Illinois Early Learning Council
    2. Describe the age groups addressed by the plan(s):  Birth to Five years
    3. Indicate whether this entity also operates as the State Advisory Council (as authorized under the Head Start Act of 2007):
      • YES
      • No
    4. Provide a web address for the plan(s), if available:  http://www2.illinois.gov/gov/OECD/Documents/Reports/ELC%20Strategic%20Plan%202012.pdf
  • No

1.5.3. Does the State/Territory have a designated entity(ies) responsible for coordination across early childhood and school-age programs?

(658D(b)(1)(D), §98.14(a)(1)) Check which entity(ies), if any, the State/Territory has chosen to designate.

  • State/Territory-wide early childhood and/or school-age cabinet/advisory council/task force/commission.  If yes, describe entity, age groups and the role of the Lead Agency:
  • State Advisory Council (as described under the Head Start Act of 2007).  If yes, describe entity, age groups and the role of the Lead Agency:
    • The Illinois Early Learning Council was created by Public Act 93-380 in 2003 with membership including top state officials and non-government stakeholders appointed by the Governor. The Early Learning Council is charged with enhancing, coordinating and expanding programs and services for children, birth to five statewide. The Council builds on existing early childhood programs and planning initiatives to achieve a comprehensive early learning system, to ensure that all Illinois children are safe, healthy, eager to learn, and ready to succeed by the time they enter school.
  • Local Coordination/Council.  If yes, describe entity, age groups and the role of the Lead Agency:
  • Other.  Describe:
  • None

1.5.4 Does the Lead Agency conduct or plan to conduct activities to encourage public-private partnerships that promote private sector involvement in meeting child care needs? (§98.16(d))

  • YES.  If yes, describe these activities or planned activities, including the tangible results expected from the public-private partnership:
    • PUBLIC PRIVATE INITIATIVE
    • Race to the Top/Early Learning Challenge
      Illinois received a Race to the Top/Early Learning Challenge (RTT/ELC) grant in Round 2 of the federal initiative. Under the direction of the Governor's Office of Early Childhood Development, the CCDF Lead Agency is coordinating efforts with the Illinois State Board of Education (ISBE, fiscal agent), the Department of Children and Family Services (DCFS, child care licensing), and the Illinois Early Learning Council (IELC) in the administration of the grant. Several private agencies have key roles in implementing the goals and objectives set forth in the proposal.
    • Child Care Collaboration Program
      The Child Care Collaboration Program, administered by the CCDF Lead Agency, encourages the collaboration and blending of funds for improved coordination of services among child care programs, Head Start programs and Preschool for All programs. The program modifies CCAP policy for approved collaboration providers, allowing the differences among child care, Head Start, and Preschool for All programs to be bridged. This, in turn, results in children and families receiving seamless services and increased access to quality child care.
    • Collaborative Planning
      The CCDF Lead Agency's Head Start State Collaboration Office (HSSCO) updates its statewide collaboration needs assessment and strategic plan annually. Plans are aligned with the Child Care Advisory Council's (CCAC) and IELC's strategic plans.
    • Early Childhood Block Grant/Preschool for All
      CCR&R agencies continue to assist with training and TA to child care providers participating in the program. The results of the initiative are an increase in the number of child care providers applying for Preschool for All funding.
    • Quality Counts Van Activities
      CCR&R agencies continue to uses their "Quality Counts" vans for outreach to parents, providers and the community--especially in the more rural parts of the state. The vans are equipped with consumer education materials, literacy packets, health and safety information and supplies, child development information, and lending library resources. In addition, the QRS and Infant Toddler Specialists often ride along and provide on-site TA. One of the significant results is an increase in providers applying for QRS ratings.
    • Technical Assistance and Resources for Employers
      CCR&R agencies supply employers in their service delibery areas (SDAs) with TA and resources related to child care, including information regarding supply and demand data and quality indicators of child care.
    • Gateways to Opportunity: Illinois Professional Development System
      The CCDF Lead Agency contracts with INCCRRA to administer Gateways to Opportunity (Gateways). Gateways has been developed by the Professional Development Advisory Council (PDAC). Financial support for this system is the result of private/public partnerships, including the Lead Agency. Information about Gateways in available on
      www.ilgateways.com.
  • No

1.6. Child Care Emergency Preparedness and Response Plan

It is recommended, but not required, that each Lead Agency develop a plan to address preparedness, response, and recovery efforts specific to child care services and programs. Plans should cover the following areas: 1) planning for continuation of services to CCDF families; 2) coordination with other State/Territory agencies and key partners; 3) emergency preparedness regulatory requirements for child care providers; 4) provision of temporary child care services after a disaster; and 5) rebuilding child care after a disaster.  For further guidance on developing Child Care Emergency Preparedness and Response Plans see the Information Memorandum (CCDF-ACF-IM-2011-01) located on the Office of Child Care website at: http://www.acf.hhs.gov/programs/occ/resource/im-2011-01

1.6.1. Indicate which of the following best describes the current status of your efforts in this area.

Check only ONE.

  • Planning. Indicate whether steps are under way to develop a plan. If so, describe the time frames for completion and/or implementation, the steps anticipated and how the plan will be coordinated with other emergency planning efforts within the State/Territory.
  • Developed. A plan has been developed as of [insert date]: and put into operation as of [insert date]: , if available. Provide a web address for this plan, if available:
  • Other.  Describe:

1.6.2. Indicate which of the core elements identified in the Information Memorandum are or will be covered in the Lead Agency child care emergency preparedness and response plan.

Check which elements, if any, the Lead Agency includes in the plan.

  • Planning for continuation of services to CCDF families
  • Coordination with other State/Territory agencies and key partners
  • Emergency preparedness regulatory requirements for child care providers
  • Provision of temporary child care services after a disaster
  • Restoring or rebuilding child care facilities and infrastructure after a disaster
  • None

PART 2  CCDF SUBSIDY PROGRAM ADMINISTRATION

2.1 Administration of the Program

The Lead Agency has broad authority to administer (i.e., establish rules) and operate (i.e., implement activities) the CCDF program through other governmental, nongovernmental, or other public or private local agencies as long as it retains overall responsibility for the administration of the program. (658D(b), §98.11(a))

2.1.1. Which of the following CCDF program rules and policies are set or established at the State/Territory versus the local level?

Identify the level at which the following CCDF program rules and policies are established.

  • Eligibility rules and policies (e.g., income limits) are set by the:
    • State/Territory
    • Local entity. If checked, identify the type of policies the local entity(ies) can set
    • Other.  Describe:
  • Sliding fee scale is set by the:
    • State/Territory
    • Local entity.  If checked, identify the type of policies the local entity(ies) can set
    • Other.  Describe:
  • Payment rates are set by the:
    • State/Territory
    • Local entity.  If checked, identify the type of policies the local entity(ies) can set
    • Other.  Describe:

2.1.2. How is the CCDF program operated in your State/Territory?

In the table below, identify which agency(ies) performs these CCDF services and activities.

Implementation of CCDF Services/Activities Agency (Check all that apply)
Who determines eligibilty?
  • Child care resource and referral agencies
  • Community-based organizations
Who assists parents in locating child care (consumer education)?
  • Child care resource and referral agencies
  • Community-based organizations
Who issues payments?
  • CCDF Lead Agency
  • Child care resource and referral agencies

Note:  If different for families receivng TANF benefits and families not receiving TANF benefits, please describe:

Who determines eligibilty?

Agency (Check all that apply)

  • CCDF Lead Agency
  • TANF agency
  • Other State/Territory agency.  Describe:
  • Local government agencies such as county welfare or social services departments
  • Child care resource and referral agencies
  • Community-based organizations
  • Other.  Describe:

Who assists parents in locating child care (consumer education)?

Agency (Check all that apply)

  • CCDF Lead Agency
  • TANF agency
  • Other State/Territory agency.  Describe:
  • Local government agencies such as county welfare or social services departments
  • Child care resource and referral agencies
  • Community-based organizations
  • Other.  Describe:

Who issues payments?

Agency (Check all that apply)

  • CCDF Lead Agency
  • TANF agency
  • Other State/Territory agency.  Describe:
  • Local government agencies such as county welfare or social services departments
  • Child care resource and referral agencies
  • Community-based organizations
  • Other.  Describe:

Describe to whom is the payment issued (e.g., parent or provider) and how are payments distributed (e.g., electronically, cash, etc):

    • Payments are issued to the child care provider.  Payments are distributed by check or by the electronic transfer of funds.
  • Other.  List and describe:

2.2. Family Outreach and Application Process

Lead Agencies must inform parents of eligible children and the general public of the process by which they can apply for and potentially receive child care services. (658D(b)(1)(A), 658E(c)(2)(D) & (3)(B), §§98.16(k), 98.30(a)-(e). Note - For any information in questions 2.2.1 through 2.2.10 that differs or will differ for families receiving TANF, please describe in 2.2.11.

2.2.1. By whom and how are parents informed of the availability of child care assistance services under CCDF?

(658E(c)(2)(A), §98.30(a)) Check all agencies and strategies that will be used in your State/Territory.

  • CCDF Lead Agency
  • TANF offices
  • Other government offices
  • Child care resource and referral agencies
  • Contractors
  • Community-based organizations
  • Public schools
  • Internet (provide website): www.dhs.state.il.us
  • Promotional materials
  • Community outreach meetings, workshops or other in-person meetings
  • Radio and/or television
  • Print media
  • Other.  Describe:

2.2.2. How can parents apply for CCDF services?

Check all application methods that your State/Territory has chosen to implement.

  • In person interview or orientation
  • By mail
  • By Phone/Fax
  • Through the Internet (provide website):
  • By Email
  • Through a State/Territory Agency
  • Through an organization contracted by the State/Territory
  • Other.  Describe:

2.2.3. Describe how the Lead Agency provides consumer education to parents applying for CCDF assistance to promote informed choices about the quality of care provided by various providers in their communities.

Lead Agencies must certify that the State/Territory will collect and disseminate to parents of eligible children and the general public, consumer education information that will promote informed child care choices (658E (c)(2)(G), §98.33).

For example, memorandums of understanding with resource and referral agencies to provide consumer education to families applying for CCDF assistance, providing parents with provider lists showing licensing history and/or Quality Rating and Improvement System (QRIS) ratings, or informational brochures that address importance of quality and different care options available.

The application for CCDF assistance (CCAP) includes a section that informs parents about selecting a child care provider. In addition, the local CCR&R staff share consumer education materials with the families who haven't selected a provider at the time of application. Consumer education materials about child care are also available at the CCDF Lead Agency's local offices and Family Community Resource Centers.

2.2.4. Describe how the Lead Agency will support child care programs to increase the likelihood that CCDF-served children receive higher quality care as defined in your State/Territory.

For example, methods used to promote upward movement in quality rating and improvement system, methods used to encourage high quality programs to participate in the subsidy program such as tiered reimbursement, or incentives used to support high quality programs in rural, suburban, urban, and low-income communities.

The CCDF Lead Agency offers tiered payment rate add-ons that align with the Illinois QRS.  Providers serving CCAP children have priority for many Quality activities, such as Professional Development Funds and Quality Counts Grants.

2.2.5. Describe how the Lead Agency promotes access to the CCDF subsidy program?

Check the strategies that will be implemented by your State/Territory.

  • Provide access to program office/workers such as by:
    • Providing extended office hours
    • Accepting applications at multiple office locations
    • Providing a toll-free number for clients
    • Email/online communication
    • Other.  Describe:
  • Using a simplified eligibility determination process such as:
    • Simplifying the application form (such as eliminating unnecessary questions, lowering the reading level)
    • Developing a single application for multiple programs
    • Developing web-based and/or phone-based application procedures
    • Coordinating eligibility policies across programs.  List the program names:
    • Streamlining verification procedures, such as linking to other program data systems
    • Providing information multi-lingually
    • Including temporary periods of unemployment in eligibility criteria for new applicants (job search, seasonal unemployment).  Length of time: 30 day grace period  (Note: this period of unemployment should be included in the Lead Agency's definition of working, or job training/educational program at 2.3.3).
    • Other.  Describe:
    • Other.  Describe:
    • None

2.2.6. Describe the Lead Agencies policies to promote continuity of care for children and stability for families.

Check the strategies, if any, that your State/Territory has chosen to implement.

  • Provide CCDF assistance during periods of job search. Length of time: 30 days
  • Establish two-tiered income eligibility to allow families to continue to receive child care subsidies if they experience an increase in income but still remain below 85% of State median income (SMI)
  • Synchronize review date across programs.  List programs:
  • Longer eligibility re-determination periods (e.g., 1 year).  Describe:
  • Extend periods of eligibility for families who are also enrolled in either Early Head Start or Head Start and pre-k programs.  Describe:  Families whose children are enrolled in an approved Child Care Collaboration receive 12 months eligibility periods.
  • Extend periods of eligibility for school-age children under age 13 to cover the school year.  Describe:
  • Minimize reporting requirements for changes in family's circumstances that do not impact families' eligibility, such as changes in income below a certain threshold or change in employment.
  • Individualized case management to help families find and keep stable child care arrangements.  Describe:
  • Using non-CCDF Funds to continue subsidy for families who no longer meet eligibility, such as for children who turn 13 years of age during the middle of a program year
  • Other.  Describe:
  • None

2.2.7. How will the Lead Agency provide outreach and services to eligible families with limited English proficiency?

Check the strategies, if any, that your State/Territory has chosen to implement.

  • Application in other languages (application document, brochures, provider notices)
  • Informational materials in non-English languages
  • Training and technical assistance in non-English languages
  • Website in non-English languages
  • Lead Agency accepts applications at local community-based locations
  • Bilingual caseworkers or translators available
  • Outreach Worker
  • Other.  Describe:  Cook County's CCR&R has Spanish speaking staff readily available for both parent referral and the subsidy program.  They also have individuals who can speak the following languages, but unlike Spanish this isn't marketed:
    Mandarin
    Polish
    Cantonese
    Thai
    Vietnamese
    Lao
  • None

If the Lead Agency checked any option above related to providing information or services in other non-English languages, please list the languages offered Spanish

2.2.8. How will the Lead Agency overcome language barriers with providers?

Check the strategies, if any, that your State/Territory has chosen to implement.

  • Informational materials in non-English languages
  • Training and technical assistance in non-English languages
  • CCDF health and safety requirements in non-English languages
  • Provider contracts or agreements in non-English languages
  • Website in non-English languages
  • Bilingual caseworkers or translators available
  • Collect information to evaluate on-going need, recruit, or train a culturally or linguistically diverse workforce
  • Other.
    • Cook County's CCR&R strives to have staff who speak languages other than English and Spanish on their Parent Services team.
  • None

If the Lead Agency checked any option above related to providing information or services in other non-English languages, please list the languages offered:

2.2.9. Describe how the Lead Agency documents and verifies applicant information using the table below. (§98.20(a))

Check the strategies that will be implemented by your State/Territory. Attach a copy of your parent application for the child care subsidy program(s) as Attachment 2.2.9 or provide a web address, if available:

Lead Agency requires documentation of: Describe how the Lead Agency documents and verifies applicant information:
Applicant identity

CCAP Specialists use the following data systems to verify applicant identity:

IPACS - Illinois Public Aid Communications System

AWVS - Automated Wage Verification System

KIDS - Key Information Delivery System (Child Support)

Household composition CCAP Specialists ask for birth certificates, baptismal records census records, etc when the application doesn't list a child's Social Security Number to determine the Household Composition. Databases mentioned above are also used.
Applicant's relationship to the child CCAP Specialists ask for birth certificates, baptismal records, census records, etc when the application doesn't list a child's  Social Security Number to determine the applicant's relationship to the child. Databases mentioned above are also used.
Child's information for determining eligibility (e.g., identity, age, etc.) CCAP Specialists ask for birth certificates, baptismal records census records, etc when the application doesn't list a child's Social Security Number to determine the Household Composition. Databases mentioned above are also used.
Work, Job Training or Educational Program

The following documentation is required to verify work information: 2 most recent check stubs, direct deposit slip, income verification letter from employer, and/or income tax forms.

CCAP Specialists use Automated Wage Verification System (AWVS) to verify the information.

Parents submit copies of high school/college registration materials (registration form and class schedule) and copies of grade reports.

Income The information on the check stubs, income letters and tax forms is verified on AWVS.
Other.  Describe:

2.2.10. Which strategies, if any, will the Lead Agency use to assure the timeliness of eligibility determinations upon receipt of applications?

  • Time limit for making eligibility determinations.
    Describe length of time 30 days from the receipt of ALL required information
  • Track and monitor the eligibility determination process
  • Other. Describe:
  • None

2.2.11. Are the policies, strategies or processes provided in questions 2.2.1 through 2.2.10 different for families receiving TANF?

(658E(c)(2)(H) & (3)(D), §§98.16(g)(4), 98.33(b), 98.50(e))

  • Yes
  • No

2.2.12. Informing parents who receive TANF benefits about the exception to the individual penalties associated with the TANF work requirement.

The regulations at §98.33(b) require the Lead Agency to inform parents who receive TANF benefits about the exception to the individual penalties associated with the work requirement for any single custodial parent who has a demonstrated inability to obtain needed child care for a child under 6 years of age. Lead Agencies must coordinate with TANF programs to ensure, pursuant that TANF families with young children will be informed of their right not to be sanctioned if they meet the criteria set forth by the State TANF agency in accordance with section 407(e)(2) of the Social Security Act. In fulfilling this requirement, the following criteria or definitions are applied by the TANF agency to determine whether the parent has a demonstrated inability to obtain needed child care.

NOTE: The TANF agency, not the CCDF Lead Agency, is responsible for establishing the following criteria or definitions. These criteria or definitions are offered in this Plan as a matter of public record.

  1. Identify the TANF agency that established these criteria or definitions:  State/Territory TANF Agency Illinois Department of Human Services
  2. Provide the following definitions established by the TANF agency.
    • "appropriate child care": Affordable care that meets the child's needs and complies with all applicable state and local laws and regulations
    • "reasonable distance": The client's total travel time (from home to child care provider to job/activity, plus the return trip) is not more than 25% of the client's total  time on the job/activity, e.g. no more than 2 hours commuting for an 8-hour work-day.
    • "unsuitability of informal child care": Arrangements with family or friends to provide child care that do not meet the child's needs, such as being unreliable, and/or violate state and local laws and regulations.
    • "affordable child care arrangements": Child care that is free or eligible for payment by the CCDF Lead Agency and that does not exceed the Lead Agency's maximum rate for the type of care.
  3. How are parents who receive TANF benefits informed about the exception to individual penalties associated with the TANF work requirements?
    • In writing
    • Verbally
    • Other.  Describe:

2.3. Eligibility Criteria for Child Care

In order to be eligible for services, children must (1) be under the age of 13, or under the age of 19 if the child is physically or mentally disabled or under court supervision; (2) reside with a family whose income is less than 85 percent of the State's median income for a family of the same size; and (3) reside with a parent or parents who is working or attending job training or an educational program; or (4) be receiving or needs to receive protective services. (658P(3), §98.20(a))

2.3.1. How does the Lead Agency define the following eligibility terms?

residing with -

Child living in the same household as the parent during the time period for which child care services are requested.

in loco parent is -

Assuming guardianship and control of a child (need not be formalized through the Court).

2.3.2. Eligibility Criteria Based Upon Age

  1. The Lead Agency serves children from 6 weeks to 13 years (may not equal or exceed age 13).
  2. Does the Lead Agency allow CCDF-funded child care for children age 13 and above but below age 19 years who are physically and/or mentally incapable of self-care? (658E(c)(3)(B), 658P(3), §98.20(a)(1)(ii))
    • Yes,and the upper age is 18 (may not equal or exceed age 19). Provide the Lead Agency definition of physical or mental incapacity -
      Mental incapacity, hearing impairment, speech/language impaired, visually disabled, serious emotional disturbance, orthopedic impairment or other health impairment, or specific learning disability requiring special services as documented by a statement from local health providers or other professional in the health/medical field.
    • No.
  3. Does the Lead Agency allow CCDF-funded child care for children age 13 and above but below age 19 years who are under court supervision? (658P(3), 658E(c)(3)(B), §98.20(a)(1)(ii))
    • Yes,and the upper age is 18 (may not equal or exceed age 19).
    • No.

2.3.3. Eligibility Criteria Based Upon Work, Job Training or Educational Program

  1. How does the Lead Agency define "working" for the purposes of eligibility? Provide a narrative description below, including allowable activities and if a minimum number of hours is required.
    • Reminder - Lead Agencies have the flexibility to include any work-related activities in its definition of working, including periods of job search and travel time. (§§98.16(f)(3), 98.20(b)) working - A trade or profession, or other means of legal livelihood for which a wage, salary or monetary compensation is paid.
  2. Does the Lead Agency provide CCDF child care assistance to parents who are attending job training or an educational program? (§§98.16(g)(5), 98.20(b))
    • Yes. If yes, how does the Lead Agency define "attending job training or educational program" for the purposes of eligibility? Provide a narrative description below. Reminder - Lead Agencies have the flexibility to include any training or education-related activities in its definition of job training or education, including study time and travel time.
      attending job training or educational program - Adult-based education/GED programs and short term vocational programs that are licensed by the Illinois Department of Professional Regulation or other state regulating agency, and/or certified by the Illinois State Board of Education; two- or four-year college programs; work experience, Work First, community services and/or job search/job readiness activities approved by the Lead Agency.
    • No.

2.3.4. Eligibility Criteria Based Upon Receiving or Needing to Receive Protective Services

  1. Does the Lead Agency provide child care to children in protective services? (§§98.16(f)(7), 98.20(a)(3)(ii)(A) & (B))
    • Yes.  If yes, how does the Lead Agency define "protective services" for the purposes of eligibility? Provide a narrative description below.
      Reminder - Lead Agencies have the flexibility to define protective services beyond formal child welfare or foster care cases. Lead Agencies may elect to include  homeless children and other vulnerable populations in the definition of protective services.
      Note - If the Lead Agency elects to provide CCDF-funded child care to children in foster care whose foster care parents are not working, or who are not in education/training activities for CCDF purposes these children are considered to be in protective services and should be included in this definition.
      protective services - NA
    • No
  2. Does the Lead Agency waive, on a case-by-case basis, the co-payment and income eligibility requirements for cases in which children receive, or need to receive, protective services? (658E(c)(3)(B), 658P(3)(C)(ii), §98.20(a)(3)(ii)(A))
    • Yes.
    • No.

2.3.5. Income Eligibility Criteria

a) How does the Lead Agency define "income" for the purposes of eligibility? Provide the Lead Agency's definition of "income" for purposes of eligibility determination.  (§§98.16(g)(5), 98.20(b))

income -

  • Illinois has two definitions for income:
    • Earned Income: Wages or salary received for services performed as an employee or from self employment
    • Unearned Income: Income other than that received as wages, salary or profit from self employment. Examples of unearned income are Social Security, unemployment, insurance payments, child support, etc.

b) Which of the following sources of income, if any, will the Lead Agency exclude or deduct from calculations of total family income for the purposes of eligibility determination? Check any income the Lead Agency chooses to exclude or deduct, if any.

  • Adoption subsidies
  • Foster care payments
  • Alimony received or paid
  • Child support received
  • Child support paid
  • Federal nutrition programs
  • Federal tax credits
  • State/Territory tax credits
  • Housing allotments, Low-Income Energy Assistance Program (LIHEAP) or energy assistance
  • Medical expenses or health insurance related expenses
  • Military housing or other allotment/bonuses
  • Scholarships, education loans, grants, income from work study
  • Social Security Income
  • Supplemental Security Income (SSI)
  • Veteran's benefits
  • Unemployment Insurance
  • Temporary Assistance for Needy Families (TANF)
  • Worker Compensation
  • Other types of income not listed above:
    • Additional types of exempt income:
      • Per capita payments to or funds held in trust for any individual in satisfaction of the Indian Claims Commission or the Court of Claims;
      • Payments made pursuant to the Alaska Native Claims Settlement Act to the extent such payments are exempt from taxation under Section 21(a) of the Act (43 USC 1620(a);
      • Money received from the sale of property, such as stocks, bonds, a house, or a car (unless the person was engaged in the business of selling such property, in which case the net proceeds would be counted as income from self-employment;
      • Money borrowed, including education loans to a student who is in the family unit;
      • Withdrawals from bank deposits;
      • Tax refunds, or any Earned Income Tax Credit payments;
      • Gifts;
      • Lump sum inheritances or insurance payments;
      • Capital gains;
      • The value of the coupon allotment or food stamp benefits under the Food Stamp Act of 1977, as amended;
      • The value of United States Department of Agriculture (USDA) donated foods;
      • The value of supplemental food assistance under the Child Nutrition Act of 1966 and the special food service for children under the National School Lunch Act, as amended;
      • Any payment received under the Uniform Relocation Assistance and Real Property Acquisition Policies Act of 1970;
      • The value of home produce utilized for household consumption.
  • None

c) Whose income will be excluded, if any, for purposes of eligibility determination? Check anyone the Lead Agency chooses to exclude, if any.

  • Children under age 18
  • Children age 18 and over - still attending school
  • Teen parents
  • Unrelated members of household
  • All members of household except for parents/legal guardians
  • Other.  Describe:
    • Earnings of a child under that age of 19, unless the child is the applicant for child care assistance
  • None

d) Provide the CCDF income eligibility limits in the table below. Complete columns (a) and (b) based upon maximum eligibility initial entry into the CCDF program. Complete Columns (c) and (d) ONLY IF the Lead Agency is using income eligibility limits lower than 85% of the SMI.
Reminder - Income limits must be provided in terms of State Median Income (SMI) (or Territory Median Income) even if federal poverty level is used in implementing the program. (§98.20(a)(2)). FY 2013 poverty guidelines are available at http://aspe.hhs.gov/poverty/13poverty.shtml.

Family Size (a) 100 % of State Median Income (SMI) ($/month) (b) 85% of State Median Income (SMI) ($/month) [Multiply (a) by 0.85]

IF APPLICABLE Income Level if lower than 85% SMI

(c) $/month

IF APPLICALBLE Income level if lower than 85% SMI

(d) 5 of SMI [Divide (c) by (a), multiply by 100]

1 na na na na
2 4988 4240 2392 48
3 5727 4868 3011 53
4 6731 5721 3631 54
5 7356 6253 4251 58

e) Will the Lead Agency have "tiered eligibility" (i.e., a separate income limit at redetermination to remain eligible for the CCDF program)?

  • Yes. If yes, provide the requested information from the table in 2.3.5d and describe below:
    Note: This information can be included in the table below.
  • No.
Family Size (a) 100% of State Median Income (SMI) ($/month) (b) 85% of State Median Income (SMI) ($/month) [Multiply (a) by 0.85]

IF APPLICABLE Income Level if lower than 85% SMI

(c) $/month

IF APPLICABLE Income Level if lower than 85% SMI

(d) % of SMI [Divide (c) by (a), multiply by 100]

1
2
3
4
5

f) SMI Year 2013 and SMI Source US Dept of Justice

g) These eligibility limits in column (c) became or will become effective on:  July 1, 2013

2.3.6. Eligibility Re-determination

a)  Does the State/Territory follow OCC's 12 month re-determination recommendation? (See Program Instruction on Continuity of Care http://www.acf.hhs.gov/programs/occ/resource/im2011-06

  • Yes
  • No. If no, what is the re-determination period in place for most families?
    • 6 months
    • 24 months
    • Other.  Describe:
    • Length of eligibility varies by county or other jurisdiction.  Describe:

b) Does the Lead Agency coordinate or align re-determination periods with other programs?

  • Yes. If yes, check programs that the Lead Agency aligns eligibility periods with and describe the redetermination period for each.
    • Head Start and/or Early Head Start Programs. Re-determination period: 12 months
    • Pre-kindergarten programs. Re-determination period: 12 months
    • TANF.  Re-determination period:
    • SNAP. Re-determination period:
    • Medicaid. Re-determination period:
    • SCHIP.
      • SCHIP. Re-determination period:
      • Other. Describe:
  • No.

c) Describe under what circumstances, if any, a family's eligibility would be reviewed prior to redetermination. For example, regularly scheduled interim assessments, or a requirement for families to report changes.

  • Families are responsible for reporting all changes in income, employment, family size, number of children in care or any other factor that would affect eligibility for child care services.

d) Describe any action(s) the State/Territory would take in response to any change in a family's eligibility circumstances prior to re-determination.

  • Co-pays increase the first day of the following month. If the change causes a parent to be over income, a 10-day cancellation notice is issued.

e) Describe how these policies are implemented in a family-friendly manner that promotes access and continuity of care for children. (See Information Memorandum on Continuity of Care for examples http://www.acf.hhs.gov/programs/occ/resource/im2011-06).

  • The Child Care Advisory Council (CCAC) and the Joint CCAP Policy Committee reviewed the recommendations from the Ford Foundation's study regarding family friendly CCDF policies.  Nine changes aimed at removing barriers have been approved by the CCAC and the Lead Agency and are making their way through the rule-making process.

f) Does the Lead Agency use a simplified process at re-determination?

  • Yes.  If yes, describe:
  • No.

2.3.7. Waiting Lists

Describe the Lead Agency's waiting list status. Select ONE of these options.

  • Lead Agency currently does not have a waiting list and:
    • All eligible families who apply will be served under State/Territory eligibility rules
    • Not all eligible families who apply will be served under State/Territory eligibility rules
  • Lead Agency has an active waiting list for:
    • Any eligible family who applies when they cannot be served at the time of application
    • Only certain eligible families.  Describe those families:
  • Waiting lists are a county/local decision.  Describe:
  • Other.  Describe:

2.3.8. Appeal Process for Eligibility Determinations

Describe the process for families to appeal eligibility determinations:

All applicants for, or recipients of, child care assistance have the right to appeal unfavorable decisions made about their child care case by CCR&R staff or Site Administered providers. Issues that can be appealed include, but are not limited to: the denial or cancellation of benefits, the co-payment amount, the payment or non-payment of a child care subsidy, or any other unfavorable decision.

Appeals must be filed within 60 days, beginning the day after the unfavorable decision was signed and mailed.

The client files an appeal by calling the Department's toll-free number (800/435-0774) or sending a written appeal to the local DHS office serving the client; the DHS Bureau of Assistance Hearings (BAH), the local CCR&R serving the client, or the DHS Bureau of Child Care and Development. Written appeals may be delivered by fax, mail, or in person.

2.4. Sliding Fee Scale and Family Contribution

The statute and regulations require Lead Agencies to establish a sliding fee scale that varies based on income and the size of the family to be used in determining each family's contribution (i.e., co-payment) to the cost of child care (658E(c)(3)(B) §98.42).

2.4.1. Attach a copy of the sliding fee scale as Attachment 2.4.1.  Will the attached sliding fee scale be used in all parts of the State/Territory?

  • Yes.  Effective Date: July 1, 2013
  • No. If no, attach other sliding fee scales and their effective date(s) as Attachment 2.4.1a, 2.4.1b, etc.

2.4.2. What income source and year will be used in creating the sliding fee scale?

(658E(c)(3)(B)) Check only one option..

  • State Median Income, Year:
  • Federal Poverty Level, Year: 2013
  • Income source and year varies by geographic region. Describe income source and year:
  • Other.  Describe income source and year:

2.4.3. How will the family's contribution be calculated and to whom will it be applied?

Check all that the Lead Agency has chosen to use. (§98.42(b))

  • Fee as dollar amount and
  • Fee is per child and discounted fee for two or more children
  • Fee is per child up to a maximum per family
  • No additional fee charged after certain number of children
  • Fee is per family
  • Fee as percent of income and
  • Fee is per child with the same percentage applied for each child
  • Fee is per child and discounted percentage applied for two or more children
  • No additional percentage applied charged after certain number of children
  • Fee per family
  • Contribution schedule varies by geographic area.  Describe:
  • Other.  Describe:

If the Lead Agency checked more than one of the options above, describe:

2.4.4. Will the Lead Agency use other factors in addition to income and family size to determine each family's contribution to the cost of child care? (658E(c)(3)(B), §98.42(b))

  • Yes, and describe those additional factors:
  • No.

2.4.5. The Lead Agency may waive contributions from families whose incomes are at or below the poverty level for a family of the same size.

(§98.42(c)). Select ONE of these options.

Reminder - Lead Agencies are reminded that the co-payments may be waived for only two circumstances - for families at or below the poverty level or on a case-by-case basis for children falling under the definition of "protective services" (as defined in 2.3.4.a).

  • ALL families, including those with incomes at or below the poverty level for families of the same size, ARE required to pay a fee.
  • NO families with income at or below the poverty level for a family of the same size ARE required to pay a fee. 

The poverty level used by the Lead Agency for a family of 3 is:

  • SOME families with income at or below the poverty level for a family of the same size ARE NOT required to pay a fee.

The Lead Agency waives the fee for the following families:

2.5. Prioritizing Services for Eligible Children and Families

At a minimum, CCDF requires Lead Agencies to give priority for child care assistance to children with special needs, or in families with very low incomes. Prioritization of CCDF assistance services is not limited to eligibility determination (i.e., establishment of a waiting list or ranking of eligible families in priority order to be served). Lead Agencies may fulfill priority requirements in other ways such as higher payment rates for providers caring for children with special needs or waiving co-payments for families with very low incomes (at or below the federal poverty level). (658E(c)(3)(B), §98.44)

2.5.1. How will the Lead Agency prioritize child care services to children with special needs or in families with very low incomes? (658E(c)(3)(B), §98.44)

Lead Agencies have the discretion to define children with special needs and children in families with very low incomes. Lead Agencies are not limited in defining children with special needs to only those children with physical or mental disabilities (e.g., with a formal Individual Education Plan (IEP) required under the Individuals with Disabilities Education Act (IDEA)). Lead Agencies could consider children in the child welfare system, children of teen parents, or homeless children as examples of children with special needs.

How will the Lead Agency Prioritize CCDF services for: Eligibility Priority (Check only one) Is there a time limit on the eligibility or guarantee? Other Priority Rules

Children with special needs - Provide the lead Agency definition of Children with Special Needs:

Child with physical, mental, or emotional incapacity

  • Priority over other CCDF-eligible families
  • Same priority as other CCDF-eligible families
  • Guaranteed subsidy eligibility
  • Other.  Describe:
  • Yes.  The time limit is:
  • No.
  • Different eligibility thresholds.  Describe:
  • Higher rates for children with special additional care
  • Prioritizes quality funds for providers serving these children
  • Other.  Describe:

Children in families with very low incomes - Provide the Lead Agency definition of Children in Families with Very Low Incomes:

Families at or below 30 percent SMI

  • Priority over other CCDF-eligible families
  • Same priority as other CCDF-eligible families
  • Guaranteed subsidy eligibility
  • Other.  Describe:
  • Yes.  The time limit is:
  • No.
  • Different eligibility thresholds.  Describe:
  • Waiving co-payments for families with incomes at or below the Federal Poverty Level
  • Other.  Describe:  Families at or below 30 percent SMI

2.5.2. How will CCDF funds be used to provide child care assistance to meet the needs of families receiving Temporary Assistance for Needy Families (TANF), those attempting to transition off TANF through work activities, and those at risk of becoming dependent on TANF?

(658E(c)(2)(H), Section 418(b)(2) of the Social Security Act, §§98.50(e), 98.16(g)(4)) Reminder - CCDF requires that not less than 70 percent of CCDF Mandatory and Matching funds be used to provide child care assistance for families receiving Temporary Assistance for Needy Families (TANF), those attempting to transition off TANF through work activities, and those at risk of becoming dependent on TANF.

  • Use priority rules to meet the needs of TANF families (describe in 2.5.1 or 2.5.3.)
  • Waive fees (co-payments) for some or all TANF families who are below poverty level
  • Coordinate with other entities (i.e. TANF office, other State/Territory agencies, and contractors)
  • Other.  Describe:  The Lead Agency does not utilize waiting lists and all families who are income and activity eligible are approved to receive child care assistance. This include TANF families, no distinction is made.

2.5.3. List and define any other eligibility conditions, priority rules and definitions that will be established by the Lead Agency.

(658E(c)(3)(B), §98.16(g)(5), §98.20(b)) Reminder - Lead Agencies are reminded that any eligibility criteria and terms provided below must comply with the eligibility requirements of §98.20 and provided in section 2.2.  Any priority rules provided must comply with the priority requirements of §98.44 and provided in section 2.4.1.

Term(s) - Definition(s)

Describe:  Not applicable

2.6. Parental Choice In Relation to Certificates, Grants or Contracts

The parent(s) of each eligible child who receives or is offered financial assistance for child care services has the option of either enrolling such child with a provider that has a grant or contract for the provision of service or receiving a child care certificate. (658E(c)(2)(A), §98.15(a))

2.6.1. Child Care Certificates

a) When is the child care certificate (also referred to as voucher or authorization) issued to parents? (658E(c)(2)(A)(iii), 658P(2), §98.2, §98.30(c)(4) & (e)(1) & (2))

  • Before parent has selected a provider
  • After parent has selected a provider
  • Other. Describe: Child Care Certificates (approval letters) are issued to parents after they have applied and been determined eligible for CCAP. The provider identified on the application receives a copy the approval letter.
    Applicants who are not eligible for CCAP receive a denial letter. The provider named on the CCAP application will also receive a copy of the denial letter because in most cases, they are already caring for the children and they need to know how to charge the parents
    .

b) How does the Lead Agency inform parents that the child care certificate permits them to choose from a variety of child care categories, including child care centers, child care group homes, family child care homes, and in-home providers? (§98.30(e)(2))

  • Certificate form provides information about choice of providers
  • Certificate is not linked to a specific provider so parents can choose provider of choice
  • Consumer education materials (flyers, forms, brochures)
  • Referral to child care resource and referral agencies
  • Verbal communication at the time of application
  • Public Services Announcement
  • Agency Website: http://www.dhs.state.il.us
  • Community outreach meetings, workshops, other in person activities
  • Multiple points of communication throughout the eligibility and renew process
  • Other.  Describe:  Information about selecting a child care provider is included in the CCAP application packet.  Parents may also be referred to the Parent Services staff at the CCR&Rs for a list of child care providers who participate in CCAP.

c) What information is included on the child care certificate? Attach a copy of the child care certificate as Attachment 2.6.1. (658E(c)(2)(A)(iii))

  • Authorized provider(s)
  • Authorized payment rate(s)
  • Authorized hours
  • Co-payment amount
  • Authorization period
  • Other. Describe:  Number of eligible days per week

d) What is the estimated proportion of services that will be available for child care services through certificates?

  • 94%

2.6.2. Child Care Services Available through Grants or Contracts

a) In addition to offering certificates, does the Lead Agency provide child care services through grants or contracts for child care slots? (658A(b)(1), 658P(4), §§98.16(g)(1), 98.30(a)(1) & (b)). Note: Do not check "yes" if every provider is simply required to sign an agreement in order to be paid in the certificate program.

  • Yes. If yes, describe the type(s) of child care services available through grants or contracts, the process for accessing grants or contracts, and the range of providers that will be available through grants or contracts:
    • The Lead Agency contracts with several child care centers and agencies to provide Site Administered Child Care Assistance to eligible parents. Contracts are given to licensed child care centers and family child care networks.
  • No.  If no, skip to 2.6.3

b) Will the Lead Agency use grants or contracts for child care services to achieve any of the following? Check the strategies, if any, that your State/Territory chooses to implement.

  • Increase the supply of specific types of care
  • Programs to serve children with special needs
  • Wrap-around or integrated child care in Head Start, Early Head Start, pre-k, summer or other programs
  • Programs to serve infant/toddler School-age programs
  • Center-based providers
  • Family child care providers
  • Group-home providers
  • Programs that serve specific geographic areas
  • Urban
  • Rural
  • Other.  Describe:
  • Support programs in providing higher quality services
  • Support programs in providing comprehensive services
  • Serve underserved families. Specify:
  • Other.  Describe:

c) Are child care services provided through grants or contracts offered throughout the State/Territory? (658E(a), §98.16(g)(3))

  • Yes.
  • No, and identify the localities ( political subdivisions) and services that are not offered.

d) How are payment rates for child care services provided through grants/contracts determined?

  • Payment rates for child care services provide through contracts are the same as those provided through certificates.

e) What is the estimated proportion of direct services that will be available for child care services through grants/contracts?

  • 6%

2.6.3. How will the Lead Agency inform parents and providers of policies and procedures for affording parents unlimited access to their children whenever their children are in the care of a provider who receives CCDF funds?

(658E(c)(2)(B), §98.31)) Check the strategies that will be implemented by your State/Territory.

  • Signed declaration
  • Parent Application
  • Parent Orientation
  • Provider Agreement
  • Provider Orientation
  • Other.  Describe:

2.6.4. The Lead Agency must allow for in-home care (i.e., care provided in the child's own home) but may limit its use.

(§§98.16(g)(2), 98.30(e)(1)(iv)) Will the Lead Agency limit the use of in-home care in any way?

  • No
  • Yes. If checked, what limits will the Lead Agency set on the use of in-home care?  Check all limits the Lead Agency will establish.
  • Restricted based on minimum number of children in the care of the provider to meet minimum wage law or Fair Labor Standards Act
  • Restricted based on provider meeting a minimum age requirement
  • Restricted based on hours of care (certain number of hours, non-traditional work hours)
  • Restricted to care by relatives
  • Restricted to care for children with special needs or medical condition
  • Restricted to in-home providers that meet some basic health and safety requirements
  • Other.  Describe:
    • License-exempt providers must be registered with the local child care resource and referral agency
    • To be paid by the State of Illinois to provide child care services, all providers who are exempt from licensing are required to have a background check. The background check consists of three elements:
      • A CANTS (Child Abuse and Neglect Tracking System) check;
      • A check of the Illinois and/or National Sex Offender Registries (SOR); and
      • A criminal background check (done through fingerprinting).
    • Relatives of children in care are only required to cleared through CANTS and SOR.
    • If care is given in the provider's home, all household members who are 13 years and older must be cleared through CANT and SOR.

2.6.5. Describe how the Lead Agency maintains a record of substantiated parental complaints about providers and makes substantiated parental complaints available to the public on request. (658E(c)(2)(C), §98.32)

  • The Department of Children and Family Services (DCFS) is responsible for investigating all complaints against child care providers and making information available upon request. Complaints regarding child care providers can be made to local DCFS licensing offices or the Central Office of Licensing. Parents may also call the DCFS Advocacy Office, toll-free.  Allegations of abuse or neglect should be made to the toll-free Child Abuse Hotline (1-800-252-2873).
  • Information about substantiated complaints against child care providers can be obtained by calling the DCFS toll-free Day Care Information Hotline (1-877-746-0829). Substantiated complaint information is available through this Hotline for one year. After that a Freedom of Information Act (FOIA) request must be made to DCFS.
  • The Sunshine Project: Illinois Accountability Project allows individuals to check on the status of any licensing violations in child care centers and family child care homes. While there are links to this site on the DCFS website, it can also be reached at http://www2.illinois.gov/gov/sunshine/Pages/default.aspx.

2.7. Payment Rates for Child Care Services

The statute at 658E(c)(4) and the regulations at §98.43(b)(1) require the Lead Agency to establish adequate payment rates for child care services that ensure eligible children equal access to comparable care.

2.7.1. Attach a copy of your payment rates as Attachment 2.7.1Will the attached payment rates be used in all parts of the State/Territory?

  • Yes.  Effective Date: January 1, 2013
  • No. If no, attach other payment rates and their effective date(s) as Attachment 2.7.1a, 2.7.1b, etc., etc.

2.7.2. Which strategies, if any, will the Lead Agency use to ensure the timeliness of payments?

  • Policy on length of time for making payments.  Describe length of time: Certificates are to be entered into the Child Care Tracking System within 5 business days of receipt.
  • Track and monitor the payment process
  • Other.  Describe:
  • None

2.7.3. Market Rate Survey

Lead Agencies must complete a local Market Rate Survey (MRS) no earlier than two years prior to the effective date of the Plan (no earlier than October 1, 2009). The MRS must be completed prior to the submission of the CCDF Plan (see Program Instruction CCDF-ACF-PI-2009-02 http://www.acf.hhs.gov/programs/occ/resource/pi-2009-02 for more information on the MRS deadline).

a) Provide the month and year when the local Market Rate Survey(s) was completed (§98.43(b)(2)): 04/2013

b) Provide a summary of the results of the survey. The summary should include a description of the sample population, data source, the type of methodology used, response rate, description of analyses, and key findings.

2.7.4 Describe the payment rate ceilings in relation to the current MRS using the tables below.

2.7.4a - Highest Rate Area (Centers) (a) Monthly Payment Rate at teh 75th percentile from the most recent MRS (b) Monthly Maximum Payment Rate Ceiling (c) Percentile if lower than 75th percentile of most recent survey
Full-Time Licensed Center  infants (11 months) $1,292.94 $1,006.51 34.4%
Full-Time Licensed Center Preschool (59 months) $1,008.89 $708.39 32.2%
Full-Time Licensed Center School-Age (84 months) $1,013.22 $708.39 20.4%
2.7.4b - Lowest Rate Area (Centers) (a) Monthly Payment Rate at the 75th percentile from the most recent MRS (b) Monthly  Maximum Payment Rate Ceiling (c) Percentile if lower than 75th percentile of most recent survey
Full-Time Licensed Center Infants (11 months) $714.45 $725.92 na
Full-Time Licensed Center Preschool (59 months) $562.90 $514.62 51.7%
Full-Time Licensed Center School-Age (84 months) $541.25 $514.62 49.5%
2.7.4c - Highest Rate Area (FCC) (a) Monthly Payment Rate at the 75th percentile from the most recent MRS (b) Monthly Maximum Payment Rate Ceiling (c) Percentile if lower than 75th percentile of most recent survey

Full-Time Licensed

FCC Infants (11

months)

$822.70 $701.46 56.0%

Full-Time Licensed

FCC Preschool (59

months)

$736.10 $632.83 54.4%

Full-Time Licensed

FCC School-Age (84

months)

$757.75 $632.83 30.7%
2.7.4d - Lowest Rate Area (FCC) (a) Monthly Payment Rate at the 75th percentile from the most recent  MRS (b) Monthly  Maximum Payment Rate Ceiling (c) Percentile if lower than 75th percentile of most recent survey
Full-Time Licensed FCC Infants (11 months) $536.70 $569.40 na
Full-Time Licensed FCC Preschool (59 months) $487.34 $517.22 na
Full-Time Licensed FCC School-Age (84 months) $519.60 $517.22 68.7%

2.7.5. How are payment rate ceilings for license-exempt providers set?

a) Describe how license-exempt center payment rates are set:

  • For License-Exempt Child Care Centers: Per recommendation from CCAC, rates for license exempt child care centers are set at 75% of the rate for licensed centers. The Lead Agency is holding the License-Exempt Rate steady until it reaches 75%.

b) Describe how license-exempt family child care home payment rates are set:

  • Payment rates for all family child care providers are set through contract negotiations with SEIU. The 2010 MRS was the most recent rate study when the rates in 2.7.4c and 2.7.4d were negotiated. The next SEIU contract is currently under negotiations, using the 2012 MRS.

c) Describe how license-exempt group family child care home payment rates are set:

  • NA - Group family child care homes are required to be licensed in Illinois.

d) Describe how in-home care payment rates are set:

  • In-home providers are also covered by the SEIU contract.

2.7.6. Will the Lead Agency provide any type of tiered reimbursement or differential rates on top of its base reimbursement rates for providing care for children receiving CCDF subsidies?

Check which types of tiered reimbursement, if any, the Lead Agency has chosen to implement. In the description of any tiered rates or add-ons, indicate the process and basis used for determining the tiered rates and amount and also indicate if the rates were set based on the MRS or another process.

  • Differential rate for nontraditional hours. Describe:
  • Differential rate for children with special needs as defined by the State/Territory. Describe: Site administered contracted providers may receive a 20% add-on to their payment rate for children who have disabilities and special needs.
  • Differential rate for infants and toddlers. Describe:
  • Differential rate for school-age programs. Describe:
  • Differential rate for higher quality as defined by the State/Territory. Describe:  The Lead Agency's QRS program awards 5-20% add-ons to the CCAP reimbursement rate. The percentage is based on the level of quality.
  • Other differential rate.  Describe:
  • None.

Reminder - CCDF regulations require the Lead Agency to certify that the payment rates for the provision of child care services are sufficient to ensure equal access for eligible families to child care services comparable to those provided to families not eligible to receive CCDF assistance. In the next three questions, Lead Agencies are asked to describe how their payment policies reflect the affordable copayments for families provision of equal access (i.e., minimizing additional fees to parents), how payment practices are implemented consistent with the general child care market to be fair to providers (see Information Memorandum on Continuity of Care for examples http://www.acf.hhs.gov/programs/occ/resource/im2011-06 ), and the summary of facts describing how payment rates are adequate to ensure equal access to the full range of providers.

2.7.7. What policies does the Lead Agency have regarding any additional fees that providers may charge CCDF parents?

The Lead Agency...

  • Allows providers to charge the difference between the maximum reimbursement rate and their private pay rate
  • Pays for provider fees (e.g., registration, meals, supplies). Describe: Policy 04.03.01 states, "Participants are responsible for any additional child care costs imposed by the provider". This includes, but is not limited to: registration fees, field trip fees, supplies, etc.
  • Policies vary across region, counties and or geographic areas. Describe:
  • Other. Describe:

2.7.8 What specific policies and practices does the Lead Agency have regarding the following:

a) Number of absent days allowed. Describe:

  • For licensed and license-exempt child care centers: Payments are based on eligible days as long as the total attended days for all CCAP children is 80% of the total eligible days.
  • For licensed family and group child care homes: Payments are based on eligible days as long as the total attended days for all CCAP children is 80% of the total eligible days.
  • For license-exempt family child care homes, including in-home providers: Payment is based on attended days only.

b) Paying based on enrollment. Describe:

  • NA

c) Paying on the same schedule that providers charge private pay families (e.g., hourly, weekly, monthly). Describe:

  • Payments are pro-rated to a daily rate for all provider types.

d) Using electronic tools(automated billing, direct deposit, EBT cards, etc.) to make provider payments. Describe: 

  • Family child care providers can file monthly attendance reports via phone and receive payments via EBT card or direct deposit. Child care center providers can receive payments via direct deposit.

2.7.9. Describe how payment rates are adequate to ensure equal access to the full range of providers based on the Market Rate Survey.

CCDF regulations require the Lead Agency to certify that the payment rates for the provision of child care services are sufficient to ensure equal access for eligible families to child care services comparable to those provided to families not eligible to receive CCDF assistance. To demonstrate equal access, the Lead Agency shall provide at a minimum a summary of facts describing: (§98.43(a))

a) How a choice of the full range of providers, e.g., child care centers, family child care homes, group child care homes and in-home care, is made available (§98.43(a)(1)):

  • The CCAP application and supporting materials clearly state the wide variety of child care provider types that are eligible to participate in the CCAP, such as licensed child care centers, group child care homes, and family child care homes. Parents can also select a license-exempt child care center, family child care home or relative. The local CCR&Rs assist parents in finding child care providers. Also, child care payments are made to providers.
  • One of the pieces of information collected for the statewide child care provider database is a licensed child care provider's willingness to participate in CCAP. On June 30, 2012, 75% of the licensed providers on the database indicated they were willing to participate in CCAP. A closer look shows the 76% of licensed family child care homes and 68% of child care centers say they are willing to care for CCAP children. While payment rates are not at the 75% of market for much of the state, the Lead Agency believes this is an indication that rates are adequate to provide parents with choices of child care settings. These numbers have remained steady for several years.

b) How payment rates are adequate based on the most recent local MRS (§98.43(a)(2)):

  • The reimbursement rates for care vary by age of child, type of care and geographical region of the state. While used in discussions with agency administration and legislators, the Lead Agency's rates historically have not been set in accordance to the Market Rate Survey. Rates for family child care homes and group child care homes are set by the contract with SEIU labor union. The contract is currently in negotiation.
  • Child care providers caring for CCAP children have a variety of incentives available to them. The incentives/add-ons appeal to providers because they take the rate closer to the market rate and recognize the efforts of quality care.
    • Quality Counts - Quality Rating System (QRS): The QRS system is available for licensed child care centers and school-age programs, and licensed family/group child care homes. Licensed providers who receive a QRS rating receive a bonus/add-on of 5%, 10%, 15%, or 20% depending on the rating received. License-exempt family child care homes can participate in a Tiered Training program and receive a bonus of 10%, 15%, and 20% depending on the level of training completed. QRS add-ons are planned through state fiscal year 2014. State partners and stakeholders are working on a plan for incentives for the new Race to the Top QRIS. ExceleRate Illinois.
    • Special Needs Add-On: An add-on of up to 20% is available to child care centers who care for children with special needs. The add-on must be supported by the child's IEP or IFSP.

c) How family co-payments based on a sliding fee scale are affordable (§98.43(a)(3)):

  • As recommended by the "Making Quality Child Care Affordable for Illinois Working Families" report, families are assessed a fee based on family size and income only. No family pays more than 10% of their income on the required co-payment. The Lead Agency monitors the co-pays regularly to be sure they are at 10% or less of a family's income.

d) Any additional facts the Lead Agency considered to determine that its payment rates ensure equal access, including how the quality of child care providers is taken into account when setting rates and whether any other methodologies (e.g., cost estimation models) are used in setting payment rates.

2.8 Goals for the next Biennium -

In this section, Lead Agencies are asked to identify at least one goal for the upcoming biennium and are encouraged to identify no more than five priority goals total. ACF will target technical assistance efforts to help Lead Agencies achieve their goal(s). Lead Agencies may include existing goals (e.g., already identified in a State strategic plan or established by the Governor for a Lead Agency). Lead Agencies will report progress and updates on these goals in the annual Quality Performance Report (Appendix 1), including any barriers encountered.

What are the Lead Agency's goals for the administration of the CCDF subsidy program in the coming Biennium? For example, what progress does the State/Territory expect to make on continuing improved services to parents and providers, continuity of care for children, improving outreach to parents and providers, building or expanding information technology systems, or revising rate setting policies or practices).

Note -When identifying your goals below, Lead Agencies are encouraged to begin with an action verb reflecting the desired result over the two year period (e.g., Increase, Improve, Build, Align, Implement, Review, Revise, Streamline, Expand, etc.)

  • Goal #1:  Revise CCAP Specialists training for a more child-focused and family-friendly protocol.
  • Goal #2:  Review and examine school-age child care payment rates
  • Goal #3:  Build relationships between CCAP and Early Intervention (EI); Child and Family Connections (CFC); Family Community Resource Centers (FCRC); Women, Infants, Children (WIC), and Family Case Management

PART 3  Health and Safety and Quality Improvement Activities

3.1. Activities to Ensure the Health and Safety of Children in Child Care (Component #1)

This section is intended to collect information on how Lead Agencies meet the statutory and regulatory provisions related to licensing and health and safety requirements. The CCDBG statute and the CCDF regulations address health and safety primarily in two ways.

First, Lead Agencies shall certify that they have in effect licensing requirements applicable to child care services provided within the area served by the Lead Agency  (§98.40(a)(1)). These licensing requirements need not be applied to specific types of providers of child care services (658(E)(c)(2)(E)(i). Lead Agencies must describe those licensing requirements and how they are effectively enforced. Questions related to licensing requirements are in sections 3.1.1 and 3.1.2. Second, Each Lead Agency shall certify that there are in effect, within the State or local law, requirements designed to protect the health and safety of children that are applicable to child care providers of services for which assistance is provided under CCDF. Questions related to CCDF Health and Safety requirements are in sections 3.1.3 and 3.1.4.

3.1.1. Compliance with Applicable State/Territory and Local Regulatory Requirements on Licensing Lead Agencies shall certify that they have in effect licensing requirements applicable to child care services provided within the area served by the Lead Agency (§98.40(a)(1)).

These licensing requirements need not be applied to specific types of providers of child care services (658(E)(c)(2)(E)(i). Lead Agencies must describe those licensing requirements and how they are effectively enforced.

Definition: Licensing requirements are defined as regulatory requirements, including registration or certification requirements established under State, local, or tribal law, necessary for a provider to legally operate and provide child care services in a State or locality (§98.2). This does not include registration or certification requirements solely for child care providers to be eligible to participate in the CCDF program. Those requirements will be addressed in 3.1.2.

The relationship between licensing requirements and health and safety requirements varies by State/Territory depending on how comprehensive the licensing system is. In some States and Territories, licensing may apply to the majority of CCDF-eligible providers and the licensing standards cover the three CCDF health and safety requirements so the State/Territory has few, if any, providers for whom they need to establish additional CCDF health and safety requirements. In other cases, States and Territories have elected to exempt large numbers of providers from licensing which means that those exempted providers who care for children receiving assistance from CCDF will have to meet to the CCDF health and safety requirements through an alternative process outside of licensing as defined by the State/Territory. The State/Territory may also elect to impose more stringent standards and licensing or regulatory requirements on child care providers of services for which assistance is provided under the CCDF than the standards or requirements imposed on other child care providers. (§98.40(b)(1)) (658E(c)(2)(F), §98.41).

a) Is the Lead Agency responsible for child care licensing? (§98.11(a))

  • Yes.
  • No.
    • Please identify the State or local (if applicable) entity/agency responsible for licensing:  Illinois Department of Children and Family Services

b) Provide a brief overview of the relationship between the licensing requirements and CCDF health and safety requirements in your State/Territory.

  • The Licensing Standards for Day Care Centers, Day Care Homes and Group Day Care Homes (official titles) serve as the health and safety requirements for licensed providers participating in the CCAP.

c) Do the State/Territory's licensing requirements serve as the CCDF health and safety requirements?

Center-Based
Child Care

Group Home  Child Care

N/A.  Check  if your State/
Territory does not have
group home child care.

Family Child
Care

In-Home Care

X

N/A.  Check if in-home care is not subject
to licensing in your State/Territory.

Yes, for all providers in this Category X X X
Yes, for some providers in this category.
Please describe.

Describe

NA

Describe

NA

Describe

NA

Describe

NA

No
Other.
Please describe.

Describe

NA

Describe

NA

Describe

NA

Describe

License-exempt child care centers and family child care providers,
including in-home providers, selfcertify to a list of health and
safety requirements when they apply to be a provider in the CCAP.
License -exempt providers sign page 13 of the Child Care 
application attesting to being in compliance with, but not
limited to: having a health check up every two years; cleaning
agents and poisons stored in areas inaccessible to children;
no firearms or ammunition in the home or locked in cabinet;
and background checks across the board.

d) CCDF identifies and defines four categories of care: child care centers, family child care homes, group child care homes and in-home child care providers (§98.2). The CCDF definition for each category is listed below. For each CCDF category of care, please identify which types of providers are subject to licensing and which providers are exempt from licensing in your State/Territory in the chart below. Note: OCC recognizes that each State/Territory identifies and defines its own categories of care. OCC does not expect States/Territories to change their definitions to fit the CCDF defined categories of care. For these questions, provide responses that closely match the CCDF categories of care but consistent with your reported 801 data.

CCDF Category of Care

CCDF Definition

(§98.2)

Which providers in your State/Territory are subject to licensing under this CCDF category? Are any providers in your State/Territory which fall under this CCDF category exempt from licensing?
Center-Based Child Care Center-based child care providers are defined as a provider licensed or otherwise authorized to provide child care services for fewer than 24 hours per day per child in a nonresidential setting, unless care in excess of 24 hours is due to the nature of the parent(s)' work.

Describe which types of center-based settings are subject to licensing in your State/Territory

Center-based care  subject to licensing is any child care facility which regularly provides child care for less that 24 hours for  more than 8 children in a family home or more than 3 children in a facility other than a family home, including senior citizen buildings.

Describe which types of center-based settings are exempt from licensing in your State/Territory.

Center-based programs exempt from licensing include:

1. Programs operated by public or private elementary school systems or secondary level school units or institutions of higher learning that serve children who have attained the age of 3 years;

2. Private entities on the grounds of public or private elementary or secondary schools that serve children who have attained the age of 3 years, except that this exception applies only to the facility and not to the private entities' personnel operating the programs;

3. Programs or that portion of the program which serve children who have shall attained that age of 3 years and is recognized by the State Board of Education; 

4. Educational program or programs serving children who shall have attained the age of 3 years and which are operated by a school which is registered with the State Board of Education and which is recognized or accredited by a recognized national or multi-state educational organization or association which regularly recognizes or accredits schools.

5. Programs which exclusively serve or that portion of the program which serves handicapped children who shall have attained the age of 3 years but are less than 21 years of age and which are registered and approved as meeting the standards of the State  Board of Education and applicable fire marshal standards;

6. Facilities operated in connection with a shopping center or service, religious services or other similar facility where transient children are cared for temporarily while parents or custodians of the children are occupied in the promises and readily available;

7. Any type of cay care center that is conducted on federal government premises;

8. Special activities programs, including athletics, crafts instruction and similar activities conducted on an organized and periodic basis by civic, charitable, and governmental organizations;

9. Part day child care facilities, as defined in Section 2.10 of the Child Care Act of 1969; or

10. Programs or that portion of the program which:  serve children who shall have attained the age of 3 years; is operated by churches or religious institutions as described in section 501 (c)(3) of the federal Internal Revenue Code; receives no governmental aid; is operated as a component of religious non-profit elementary school; operates primarily to provide religious education; and meets the appropriate health and fire safety standards.

Group Home Child Care

N/A. Check if your State/Territory does not have group home child care.

Group home child care provider is defined as two or more individuals who provide child care services for fewer than 24 hours per day per child, in a private residence other than the child's residence, unless care in excess of 24 hours is due to the nature of the parent(s)' work. Describe which types of group homes settings are subject to licensing "Group day care home" means a family home which received more than 3 up to 16 children for less than 24 hours per day. The number counted includes the family's natural, foster, or adopted children and all other persons under the age of 12. Describe which types of group homes are exempt from licensing:
Family Child Care

Family child care provider is defined as one individual who provides child care services for fewer than 24 hours per day per child, as the sole caregiver, in a private residence other than the child's residence, unless care in excess of 24 hours is due to the nature of the parent(s)'s work.

Reminder - Do not respond if family child care home providers simply must register or be certified to participate in the CCDF program separate from the State/Territory regulatory requirements.

Describe which types of family child care home providers  are subject to licensing "Day care homes" means a family home which receives more than 3 up to a maximum of 12 children for less than 24 hours per day. The number counted includes the family's natural, foster, and adopted children and all other persons under the age of 12.

Describe which types of family child care home providers are exempt from licensing:

The term does not include facilities which receive only children from a single household.

In-Home Care

In-home child care provider is defined as an individual who provides child care services in the child's own home.

Reminder - Do not respond if in-home child care providers simply must register or be certified to participate in the CCDF program separate from the State/Territory regulatory requirements.

X

N/A. Check if inhome care is not subject to licensing in your State/Territory.

Describe which inhome providers are subject to licensing

Describe which types of in-home child care providers are exempt from licensing

Note: In lieu of submitting or attaching licensing regulations to certify the requirements of §98.40(a)(1), Lead Agencies may provide their licensing regulations to the National Resource Center for Health and Safety in Child Care and Early Education. Please check the NRC Kid's website at http://nrc kids.org/CFOC3 to verify the accuracy of your licensing regulations and provide any updates to the National Resource Center. Check this box to indicate that the licensing requirements were submitted and verified at NRCKid's:

e) Indicate whether your State/Territory licensing requirements include any of the following four indicators for each category of care*.

  • *American Academy of Pediatrics, American Public Health Association, National Resource Center for Health and Safety in Child Care and Early Education. (2011) Caring for Our Children: National Health and Safety Performance Standards; Guidelines for Early Care and Education Programs. 3rd Edition. Elk Grove Village, IL: American Academy of Pediatrics; Washington, DC: American Public Health Association. Available online: http://nrckids.org/CFOC3

Indicator

For each indicator, check all requirements for licensing that apply, if any.

Center-Based Child Care

Group Home Child Care

N/A. 

Check if your State/Territory
does not have group home child care. 

Family Child Care

In-Home Care

N/A if the State/Territory does not license in-home care (i.e., care in the child's own home)

Do the licensing requirements include  child: staff ratios and group sizes?

If yes, provide the ratio for age specified.

X - Yes, Child:staff ratio requirement:

Infant ratio (11 months): 1:4

Toddler ratio (35 months): 1:5

No ratio requirements.

X - Yes,

Group size requirement Infant group size (11 months): 12

Toddler group size (35 months): 15

Preschool group size (59 months): 20

No group size requirements.

X - Yes, Child: staff ratio requirement:

Infant ratio (11 months): http://www.ilga.gov/commission/jcar/admincode/089/089004080000650R.html

Toddler ratio (35 months): same as above

Preschool ratio (59 months): same as above

No ratio requirements.

X - Yes,

Group size requirement Infant group size (11 months): same web address as ratios

Toddler group size (35 months): same as above

Preschool group size (59 months): same as above

No group size requirements.

X - Yes, Child:staff ratio requirement

List ratio requirement by age group: http://www.ilga.gov/commission/jcar/admincode/089/089004060000130R.html

No ratio requirements

X - Yes, Group size requirement.

List ratio requirement by age group: same as above

No group size requirements.

Yes, Child: staff ratio requirement.

List ratio requirement by age group:

No ratio requirements.

Yes, Group size requirement.

List ratio requirement by age group:

No group size requirements.

Do the licensing

requirements

identify specific

experience and

educational

credentials for

child care

directors?

X - High school/GED

X - Child Development Associate (CDA)

State/ Territory Credential

X - Associate's degree

Bachelor's degree

No credential required for licensing

X - Other: one year of early childhood experience

High school/GED

Child Development Associate (CDA)

State/ Territory Credential

Associate's degree

Bachelor's degree

No credential required for licensing

X - Other:  NA

High school/GED

Child Development Associate (CDA)

State/ Territory Credential

Associate's degree

Bachelor's degree

No credential required for licensing

X - Other:  NA

High school/GED

Child Development Associate (CDA)

State/ Territory Credential

Associate's degree

Bachelor's degree

No credential required for licensing

Other:

Do the licensing requirements identify specific educational credentials for child care teachers? X -

High school/GED

X - Child Development Associate (CDA)

State/ Territory Credential

X -Associate's degree

Bachelor's degree

No credential required for licensing

X - Other:  one year of early childhood experience

X - High school/GED

X - Child Development Associate (CDA)

State/ Territory Credential

Associate's degree

Bachelor's degree

No credential required for licensing

X - Other:  one year of early childhood experience

X - High school/GED

Child Development Associate (CDA)

State/ Territory Credential

Associate's degree

Bachelor's degree

No credential required for licensing

Other:

High school/GED

Child Development Associate (CDA)

State/ Territory Credential

Associate's degree

Bachelor's degree

No credential required for licensing

Other:

Do the licensing requirements specify that directors and caregivers must attain a specific number of training hours per year?

At least 30 training hours required in first year

At least 24 training hours per year after first year

No training requirement

X - Other: 15 hours of  training per year

At least 30 training hours required in first year

At least 24 training hours per year after first year

No training requirement

X - Other: 15 hours of  training per year

At least 30 training hours required in first year

At least 24 training hours per year after first year

No training requirement

X - Other: 15 hours of  training per year

At least 30 training hours required in first year

At least 24 training hours per year after first year

No training requirement

Other:

f) Do you expect the licensing requirements for child care providers to change in FY2014- 2015?

  • Yes. Describe: Proposed changes to Day Care Center standards are being developed. Updates/amendments will be added to the Plan when they become Rule.
  • No.

3.1.2 Enforcement of Licensing Requirements

Each Lead Agency is required to provide a detailed description of the State/Territory's licensing requirements and how its licensing requirements are effectively enforced.  (658E(c)(2)(E), §98.40(a)(2)) The Lead Agency is also required to certify that procedures are in effect to ensure that child care providers caring for children receiving CCDF services comply with the applicable health and safety requirements. (658E(c)(2)(G), §98.41(d))

Describe the State/Territory's policies for effective enforcement of the licensing requirements using questions 3.1.2a through 3.1.2e below. This description includes whether and how the State/Territory uses visits (announced and unannounced), background checks, and any other enforcement policies and practices for the licensing requirements.

a) Does your State/Territory include announced and/or unannounced visits in its policies as a way to effectively enforce the licensing requirements?

  • Yes.  If "Yes" please refer to the chart below and check all that apply.
  • No
Frequency of Routine Announced Visits Frequency of Routine Unaccounced Visists
CCDF Categories of Care Once a Year More than
Once a Year
Once Every
Two Years
Other.
Describe:
Once a Year More than
Once a Year
Once Every
Two Years
Other.
Describe:
Center-Based Child Care X - Once every three years X NA

Group Home Child Care

N/A.  Check if your State/Territory
does not have group home child care.

X - Once every three years X NA
Family Child Care Home X - Once every three years X NA

In-Home Child Care

N/A.  Check if In-Home Child Care is
not subject to licensing in your State/
Territory (skip to 3.1.2b)

NA NA

b) Does your State/Territory have any of the following procedures in place for effective enforcement of the licensing requirements? If procedures differ based on the category of care, please indicate how in the "Describe" box.

  • Yes. If "Yes" please refer to the chart below and check all that apply.
  • No.
Licensing Procedures Yes Describe No Other Describe:
The State/Territory requires providers to attend or participate in training relating to opening a child care facility prior to issuing a license. X All licensed child care providers are asked to attend an orientation that explains the licensing process. It isn't mandatory.
The State/Territory has procedures in place for licensing staff to inspect centers and family child care homes prior to issuing a license. X An on-site inspection is conducted.
Licensing staff has procedures in place to address violations found in an inspection. X

Providers are required to submit plans to correct violations cited during inspections.

Licensing staff approve the plans of correction submitted by providers.

Licensing staff verify correction of violation.

Licensing staff provide technical assistance regarding how to comply with a regulation.

Licensing staff has procedures in place to issue a negative sanction to a noncompliant facility. X License revocation or non-renewal X Conditional License: means a nonrenewable license for a period not to exceed six months which may be granted to a child  care facility when the facility has agreed to a corrective plan to amend identified deficiencies and bring the facility into reasonable compliance with all licensing standards. Conditional licenses may be issued with the approval of the Department only where no threat to health, safety, morals, or welfare of the children served exists. Any other license held by the facility shall be revoked when the conditional license is issued.
The State/Territory has procedures in place to respond to illegally operating child care facilities. X

Cease and desist action

Injunction

Emergency or immediate closure not through court action

The State/Territory has procedures in place for providers to appeal licensing enforcement actions. X

The DCFS Administrative Hearings Unit provides for an Administrative Law Judge (ALJ) and a hearing process for individuals to appeal revocation/refusal to renew recommendations in a fair and unbiased venue. Both sides are allowed to present supportive evidence, witness testimony, etc.

Decisions are rendered usually within 60 days.

The ALJ may uphold the DCFS recommendation to revoke/refuse to renew OT overturn the recommendation. Upholding the recommendation means that the license is immediately revoked and the provider is no longer considered licensed. Center operators must cease all child care whatsoever. Home operators may provide care at the capacity of an exempt unlicensed provider per the Illinois Child Care Act (3 or fewer under the age of 12, including their own children.) Overturning an enforcement recommendation means that the license-holder may return to full operation immediately.

c ) Does your State/Territory use background checks as a way to effectively enforce the licensing requirements?

  • Yes.  If "Yes" please use refer to the chart below to identify who is required to have background checks, what types of checks, and with what frequency
  • No.
CCDF Categories of Care Types of Background Check Frequency Who is Subject to Background Checks?
Center-Based Child Care

Child Abuse Registry

State/Territory Criminal Background

Check if State/Territory background check includes fingerprints

FBI Criminal Background (e.g., fingerprint)

Sex Offender Registry

Initial Entrance into the System

Checks Conducted Annually

Other.  Describe:  An arrest or other legal action will trigger another check against the  Child Abuse and Neglect Tracking System (CANTS)

Initial Entrance into the System

Checks Conducted Annually

Other.  Describe:  An arrest or other legal action will trigger another State/Territory Background check

Initial Entrance into the System

Checks Conducted Annually

Other.  Describe:  An arrest or other legal action may trigger another FBI check.

Initial Entrance into the System

Checks Conducted Annually

Other.  Describe:  An arrest or other legal action may trigger another check of the SOR

Director

Teaching staff

Non-teaching staff

Volunteers

Other.  Volunteers are required to get  Background checks is the volunteer counted in the child/staff ratio.

Any other position that has contact with the children.

Director

Teaching staff

Non-teaching staff

Volunteers

Other.  Volunteers are required to get Background checks is the volunteer counted in the child/staff ratio.

Any other position that has contact with the children.

Director

Teaching staff

Non-teaching staff

Volunteers

Other.  Volunteers are required to get Background checks is the volunteer counted in the child/staff ratio.

Any other position that has contact with the children.

Director

Teaching staff

Non-teaching staff

Volunteers

Other.  Volunteers are required to get Background checks is the volunteer counted in the child/staff ratio.

Any other position that has contact with the children.

Group Child Care Homes

N/A. Check if your State/Territory does not have group home child care

Child Abuse Registry

State/Territory Criminal Background

Check if the State/Territory background check includes fingerprints

FBI Criminal Background (e.g., fingerprint)

Sex Offender Registry

Initial Entrance into the System

Checks Conducted Annually

Other.  Describe:  An arrest or other legal action will trigger another CANTS check.

Initial Entrance into the System

Checks Conducted Annually

Other.  Describe:  An arrest or other legal action will trigger another state background check.

Initial Entrance into the System

Checks Conducted Annually

Other.  Describe:  An arrest or other legal action will trigger another FBI check.

Initial Entrance into the System

Checks Conducted Annually

Other.  Describe:  An arrest or other legal action will trigger another SOR check.

Provider

Non-provider residents of the home.

Non-provider residents 13 years of age and older.

Provider

Non-provider residents of the home.

Non-provider residents 13 years of age and older.

Provider

Non-provider residents of the home.

Non-provider residents 13 years of age and older.

Provider

Non-provider residents of the home.

Non-provider residents 13 years of age and older.

Family Child Care Homes

Child Abuse Registry

State/Territory Criminal Background

Check if the State/Territory background check includes fingerprints

FBI Criminal Background (e.g., fingerprint)

Sex Offender Registry

Initial Entrance into the System

Checks Conducted Annually

Other.  Describe:  An arrest or other legal action will trigger another CANTS check.

Initial Entrance into the System

Checks Conducted Annually

Other.  Describe:  An arrest or other legal action will trigger another state background check.

Initial Entrance into the System

Checks Conducted Annually

Other.  Describe:  An arrest or other legal action will trigger another FBI check.

Initial Entrance into the System

Checks Conducted Annually

Other.  Describe:  An arrest or other legal action will trigger another SOR check.

Provider

Non-provider residents of the home.

Non-provider residents 13 years of age and older.

Provider

Non-provider residents of the home.

Non-provider residents 13 years of age and older.

Provider

Non-provider residents of the home.

Non-provider residents 13 years of age and older.

Provider

Non-provider residents of the home.

Non-provider residents 13 years of age and older.

In-Home Child Care Providers

N/A. Check if In-Home Child Care is not subject to licensing in your State/Territory (skip to 3.1.2e)

Child Abuse Registry

State/Territory Criminal Background

Check if the State/Territory background check includes fingerprints

FBI Criminal Background (e.g., fingerprint)

Sex Offender Registry

Initial Entrance into the System

Checks Conducted Annually

Other.  Describe: 

Initial Entrance into the System

Checks Conducted Annually

Other.  Describe: 

Initial Entrance into the System

Checks Conducted Annually

Other.  Describe: 

Initial Entrance into the System

Checks Conducted Annually

Other.  Describe: 

Provider

Non-provider residents of the home.

Non-provider residents 13 years of age and older.

Provider

Non-provider residents of the home.

Non-relatives providing care in the child's home.  Members of household age 17 and older.

Provider

Non-provider residents of the home.

Provider

Non-provider residents of the home.

Non-provider residents 13 years of age and older.

d) Please provide a brief overview of the State/Territory's process for conducting background checks for child care. In this brief overview, include the following:

  • d -1) The cost associated with each type of background check conducted:
    • Child Abuse and Neglect Tracking System (CANTS): no charge
    • State Criminal Background: Fingerprinting ($5.45) and Illinois State Police ($15.50)
    • FBI Criminal Background: (15.50)
    • Sex Offender Registry: no charge
  • d-2) Who pays for background checks:
    • The CCDF Lead Agency pay for background checks on license-exempt providers.
    • The IL Department of Children and Family Services (DCFS) pays for background checks on licensed providers.
  • d-3) What types of violations would make providers ineligible for CCDF? Describe:
    • Offenses that bar participation in the CCAP program are also those that bar child care licensure: offenses directed against a person; sex offenses under Article 11 of the Criminal Code of 1961, except those described in Sections 11-7, 11-8, 11-12, and 11-13; offenses that cause bodily harm; offenses affecting public health, safety and decency; and drug offenses. An itemized list can be found at: http://www.dhs.state.il.us/page.aspx?item=10592.
  • d-4) The process for providers to appeal the Lead Agency's decision based on the background check findings. Describe:
    • Child Abuse and Neglect Tracking System: Challenges to CANTS findings must be made in writing to the IL Department of Children and Family Services.
    • State Criminal Background: Challenges to State Criminal Background check findings must be made to the IL State Police.
    • FBI: Challenges to FBI check findings must be made to the FBI.
    • Sex Offender Registry: Challenges to SOR information must be made to the State Police SOR Team.

e) If not performing visits (announced or unannounced) or background checks, describe how the State/Territory will ensure that its licensing requirements are effectively enforced per the CCDF regulations? Describe (658E(c)(2)(E), §98.40(a)(2))

  • NA

f) Does the State/Territory disseminate information to parents and the public, including the use of on-line tools or other "search tools," about child care program licensing status and compliance records?

  • Yes. Describe:
    • Day Care Information Hotline is toll-free and operated by the Department of Children and Family Services (DCFS). Individuals can call the Hotline (1-877-746-0829) to obtain information about substantiated complaints against licensed child care facilities. The information about the substantiated complaints stays in this system for one year from the date of substantiation. After that, a Freedom of Information Act (FOIA) request must be made to DCFS.
    • Sunshine Project: Illinois Accountability Project is a web-based tracking system of violations to the regulations governing a wide variety of entities in the state. For licensed child care settings, individuals can search by name of the facility to learn the status of licensing violations. While there are links to this project on both the DCFS and Illinois government home pages, it's web address is: http://www2.illinois.gov/gov/sunshine/Pages/default.aspx.
  • No

3.1.3. Compliance with Applicable State/Territory and Local Regulatory Requirements on Health and Safety

Each Lead Agency shall certify that there are in effect, within the State or local law, requirements designed to protect the health and safety of children that are applicable to child care providers of services for which assistance is provided under CCDF. Such requirements shall include the prevention and control of infectious diseases (including immunization), building and physical premises safety, and minimum health and safety training appropriate to the provider setting. These health and safety requirements apply to all providers caring for children receiving CCDF services and which also may be covered by the licensing requirements. (658E(c)(2)(F), §98.41)

Check if the Lead Agency certifies that there are in effect within the State (or other area served by the Lead Agency), under State or local law, requirements designed to protect the health and safety of children; these requirements are applicable to child care providers that provide services for which assistance is made available under the Child Care and Development Fund. (658E(c)(2)(E))

a) Describe the Lead Agency's health and safety requirements for prevention and control of infectious disease in effect for child care providers of services for which assistance is provided under CCDF using the table below. (658E(c)(2)(F)(i), §98.41(a)(1))

For each health and safety requirement checked, identify wich providers under the CCDF category must meet the requirement.  Check all that apply.

Lead Agecny requires: Center-based Child Care Providers Family Child Care Home Providers Group Home Child Care Providers In-Home Child Care Provider
Physical exam or health statement for providers
Physical exam or health statement for children
Tuberculosis check for providers
Tuberculosis check for children
Provider immunizations
Child immunizations
Hand-washing policy for providers and children
Diapering policy and procedures
Providers to submit a self-certification or complete health and safety checklist X X X X
Providers to meet the requirements of another oversight entity that fulfill the CCDF health and safety requirements X X X
Other. Describe:

b) Describe the Lead Agency's health and safety requirements for building and physical premises safety, including policies and practices to protect from environmental hazards, in effect for child care providers of services for which assistance is provided under CCDF using the table below. (658E(c)(2)(F)(ii), §98.41(a)(2))

For each health and safety requirement checked, identify which providers under the CCDF category must meet the requirement. Check all that apply.

Lead Agency requires: Center-based Child Care Providers Family Child Care Home Providers Group Home Child Care Providers In-Home Child Care Providers
Fire inspection
Building inspection
Health inspection
Inaccessibility of toxic substances policy
Safe sleep policy
Tobacco exposure reduction
Transportation policy
Providers to submit a selfcertification or complete health and safety checklist X X X X
Providers to meet the requirements of another oversight  entity that fulfill the CCDF health and safety requirements X X X
Other. Describe: All license-exempt providers in Illinois are required to sign page  13 of the Child Care Application attesting to being in compliance with the listed items, including but not limited to: having a physical exam every two years; cleaning agents and poisons are stored in an area inaccessible to children; first aid supplies are readily available; no firearms or ammunition in home or they are stored in locked cabinets; and across the board background checks. The link for the Child Care Application is http://www.dhs.state.il.us/onenetlibrary/12/documents/Forms/IL444-3455.pdf X

c) Describe the Lead Agency's health and safety requirements for health and safety training in effect for child care providers of services for which assistance is provided under CCDF using the table below. (658E(c)(2)(F)(iii), §98.41(a)(3)). Note: While Lead Agencies have the flexibility to define these terms, for this question, pre-service refers to any training that happens prior to a person starting or shortly thereafter (first week, etc). 'On-going' would be some type of routine occurrence (e.g., maintain qualifications each year)

  • Health and Safety Training Requirements for Child Care Centers Providers
CCDF Categories of Care Pre-Service On-Going
First Aid Licensing standards speak to what is required of the center, not the individual.  Someone employed by the center must be certified in First Aid before a license can be issued. Child care centers will have at least one staff person trained and certified in CPR, first aid and the Heimlich maneuver.
CPR Licensing standards speak to what is required of the center, not the  individual.  Someone employed by the center must be certified in CPR before a license can be issued. Child care centers will have at least one staff person trained and certified in CPR, first aid and the Heimlich maneuver.
Medication Administration Policies and Practices Recommended, but not required Recommended, but not required
Poison Prevention and Safety Recommended, but not required Recommended, but not required
Safe Sleep Practices including Sudden Infant Death Syndrome (SIDS) Prevention Required if serving infants Recommended if serving infants
Shaken Baby Syndrome and abusive head trauma prevention Required if serving infants Required if serving infants
Age appropriate nutrition, feeding, including support for breastfeeding Recommended, but not required Recommended, but not required
Physical Activities Recommended, but not required Recommended, but not required
Procedures for preventing the spread of infectious disease, including sanitary methods and safe handling of foods Food sanitation training required for Food Service License Food Sanitation Certificare must be maintained
Recognition and mandatory reporting of suspected child abuse and neglect Required in the first year of employment Recommended, but not required
Emergency preparedness and planning response procedures Recommended, but not required Recommended, but not required
Management of common childhood illnesses, including food intolerances and allergies Recommended, but not required Training on common childhood diseases recommended
Transportation and child passenger safety (if applicable) Recommended, but not required Recommended, but not required
Caring for children with special health care needs, mental health needs, and developmental disabilities in compliance with the Americans with Disabilities (ADA) Ac

Section 407.130k: The child care director must successfully complete a basic training cours of 6 or more clock hours on providing care to children with disabilities that has been approved by the Department (DCFS).

Section 407.130k1: Persons employed as a child care director shall complete this training within 36 months from the date appointed child care director.

Not required for staff.

Section 407.100c4: Staff serving children who require special program services shall receive in-service training and/or  consultation on issues related to those specific needs.
Child development including knowledge of developmental stages and milestones appropriate for the ages of children receiving services. Recommended, but not required Recommended, but not required
Supervision of children Recommended, but not required Recommended, but not required
Behavior management Recommended, but not required Recommended, but not required
Other. Describe: 
  • Health and Safety Training Requirements for Group Home Child Care Providers
CCDF Categories of Care Pre-Service On-Going
First Aid First Aid certificate required before a permit/license can be issued First aid certificate must be kept current
CPR Infant/Child CPR certificate required before a permit/license can be issued CPR certificatoin must be kept current
Medication Administration Policies and Practices Recommended, but not required Recommended, but not required
Poison Prevention and Safety Recommended, but not required Recommended, but not required
Safe Sleep Practices including Sudden Infant Death Syndrome (SIDS) Prevention SIDS Prevention training required before an individual can apply for a license Recommended, but not required
Shaken Baby Syndrome and abusive head trauma prevention Training on Shaken Baby Syndrome required before a person can apply for a license Recommended, but not required
Age appropriate nutrition, feeding, including support for breastfeeding Recommended, but not required Recommended, but not required
Physical Activities Recommended, but not required Recommended, but not required
Procedures for preventing the spread of infectious disease, including sanitary methods and safe handling of foods Recommended, but not required Recommended, but not required
Recognition and mandatory reporting of suspected child abuse and neglect DCFS Mandated Reporter training is required before an individual can apply for a license Recommended, but not required
Emergency preparedness and planning response procedures Recommended, but not required Recommended, but not required
Management of common childhood illnesses, including food intolerances and allergies Recommended, but not required Training on common childhood diseases recommended
Transportation and child passenger safety (if applicable) Recommended, but not required Recommended, but not required
Caring for children with special health care needs, mental health needs, and developmental disabilities in compliance with the Americans with Disabilities (ADA) Ac Caregiver required to complete Department (DCFS)  approved training course of 6 or more clock hours in providing care to children with disabilities Recommended, but not required
Child development including knowledge of developmental stages and milestones appropriate for the ages of children receiving services. Recommended, but not required Recommended, but not required
Supervision of children Recommended, but not required Recommended, but not required
Behavior management Recommended, but not required Recommended, but not required
Other. Describe:  NA NA
  • Health and Safety Training Requirements for Family Child Care Providers
Health and Safety Training Requirements Pre-Service On-Going
First Aid First Aid certification required before an individual can apply for a license First Aid certification must be kept current
CPR Infant/Child CPR certification is required before an individual can apply for a license CPR certification must be kept current
Medication Administration Policies and Practices Recommended, but not required Recommended, but not required
Poison Prevention and Safety Recommended, but not required Recommended, but not required
Safe Sleep Practices including Sudden Infant Death Syndrome (SIDS) Prevention SIDS Prevention training is required before an individual can apply for a license

Recommended, but not

required

Shaken Baby Syndrome and abusive head trauma prevention Training on Shaken Baby Syndrome required before a individual can apply for a license Recommended, but not required
Age appropriate nutrition, feeding, including support for breastfeeding Recommended, but not required Recommended, but not required
Physical Activities Recommended, but not required Recommended, but not required
Procedures for preventing the spread of infectious disease, including sanitary methods and safe handling of foods Recommended, but not required Recommended, but not required
Recognition and mandatory reporting of suspected child abuse and neglect DCFS Mandated Reporter training required before an individual can apply for a license Recommended, but not required
Emergency preparedness and planning response procedures Recommended, but not required Recommended, but not required
Management of common childhood illnesses, including food intolerances and allergies Recommended, but not required Recommended, but not required
Transportation and child passenger safety (if applicable) Recommended, but not required Recommended, but not required
Caring for children with special health care needs, mental health needs, and developmental disabilities in compliance with the Americans with Disabilities (ADA) Ac Caregiver required to complete Department (DCFS) approved training course of 6 or more clock hours on providing care to children with disabilities Recommended, but not required
Child development including knowledge of developmental stages and milestones appropriate for the ages of children receiving services. Recommended, but not required Recommended, but not required
Supervision of children Recommended, but not required Recommended, but not required
Behavior management Recommended, but not required Recommended, but not required
Other. Describe:  NA NA
  • Health and Safety Training Requirements for In-Home Child Care Providers
Health and Safety Training Requirements Pre-Service On-Going
First Aid The CCR&Rs offer training to in-home providers but it isn't required. The CCR&Rs offer training to in-home providers but it isn't required.
CPR The CCR&Rs offer training to in-home providers but it isn't required. The CCR&Rs offer training to in-home providers but it isn't required.
Medication Administration Policies and Practices The CCR&Rs offer training to in-home providers but it isn't required. The CCR&Rs offer training to in-home providers but it isn't required.
Poison Prevention and Safety The CCR&Rs offer training to in-home providers but it isn't required. The CCR&Rs offer training to in-home providers but it isn't required.
Safe Sleep Practices including Sudden Infant Death Syndrome (SIDS) Prevention The CCR&Rs offer training to in-home providers but it isn't required. The CCR&Rs offer training to in-home providers but it isn't required.
Shaken Baby Syndrome and abusive head trauma prevention The CCR&Rs offer training to in-home providers but it isn't required. The CCR&Rs offer training to in-home providers but it isn't required.
Age appropriate nutrition, feeding, including support for breastfeeding The CCR&Rs offer training to in-home providers but it isn't required. The CCR&Rs offer training to in-home providers but it isn't required.
Physical Activities The CCR&Rs offer training to in-home providers but it isn't required. The CCR&Rs offer training to in-home providers but it isn't required.
Procedures for preventing the spread of infectious disease, including sanitary methods and safe handling of foods The CCR&Rs offer training to in-home providers but it isn't required. The CCR&Rs offer training to in-home providers but it isn't required.
Recognition and mandatory reporting of suspected child abuse and neglect The CCR&Rs offer training to in-home providers but it isn't required. The CCR&Rs offer training to in-home providers but it isn't required.
Emergency preparedness and planning response procedures No training requirements No training requirements
Management of common childhood illnesses, including food intolerances and allergies The CCR&Rs offer training to in-home providers but it isn't required. The CCR&Rs offer training to in-home providers but it isn't required.
Transportation and child passenger safety (if applicable) The CCR&Rs offer training to in-home providers but it isn't required. The CCR&Rs offer training to in-home providers but it isn't required.
Caring for children with special health care needs, mental health needs, and developmental disabilities in compliance with the Americans with Disabilities (ADA) Ac The CCR&Rs offer training to in-home providers but it isn't required. The CCR&Rs offer training to in-home providers but it isn't required.
Child development including knowledge of developmental stages and milestones appropriate for the ages of children receiving services. The CCR&Rs offer training to in-home providers but it isn't required. The CCR&Rs offer training to in-home providers but it isn't required.
Supervision of children The CCR&Rs offer training to in-home providers but it isn't required. The CCR&Rs offer training to in-home providers but it isn't required.
Behavior management The CCR&Rs offer training to in-home providers but it isn't required. The CCR&Rs offer training to in-home providers but it isn't required.
Other. Describe:  NA NA

d) CCDF allows Lead Agencies to exempt relative providers (grandparents, great grandparents, siblings if living in a separate residence, aunts, and uncles) from these health and safety requirements. What are the Lead Agency's requirements for relative providers? (§98.41(A)(ii))(A))

  • All relative providers are subject to the same health and safety requirements as described in 3.1.2a-c, as appropriate; there are no exceptions for relatives.
  • Relative providers are NOT required to meet any health and safety requirements as described in 3.1.2a-c, as appropriate.
  • Relative providers are subject to certain requirements. Describe the different requirements:

e) Provide a web address for the State/Territory's health and safety requirements, if available:

3.1.4 Effective enforcement of the CCDF health and safety requirements.

For providers who care for children receiving CCDF assistance and who are NOT subject to the enforcement procedures described in3.1.2 for licensed providers, please describe how the Lead Agency enforces the CCDF health and safety enforcement requirements.

The Lead Agency relies on the DCFS LIcensing process to monitor health and safety in licenses child care settings. License-exempt CCAP providers participating in the CACFP are monitored by that program's specialists.

a) Describe whether and how the Lead Agency uses on-site visits (announced and unannounced)

  • The Lead Agency relies on the DCFS LIcensing process to monitor health and safety in licenses child care settings. License-exempt CCAP providers participating in the CACFP are monitored by that program's specialists.

b) Describe whether the Lead Agency uses background checks

  • Background checks are part of the licensing process in IL. The Lead Agency requires license exempt homes to have Child Abuse and Neglect Tracking System (CANTS), criminal background and sex offender registry checks. License-exempt centers must get CANTS, criminal background and sex offender registry checks on their staff.

c) Does the Lead Agency permit providers to self-certify compliance with applicable health and safety standards?

  • Yes. If yes, what documentation, if any, is required?  Describe:  The Lead Agency uses background checks and self-certification to document compliance with health and safety standards
  • No

d) Describe whether the Lead Agency uses any other enforcement policies and practices for the health and safety requirements

  • The Lead Agency uses background checks and self-certification to enforce health and safety requirements for license exempt providers.
    • Check if the Lead Agency certifies that procedures are in effect to ensure that child care providers of services for which assistance is provided under the Child Care and Development Fund comply with all applicable State or local health and safety requirements. (658E(c)(2)(G))

3.1.5 Does the State/Territory encourage or require child care programs to conduct developmental screening and referral for children participating in child care programs?

Lead Agencies are not required to conduct developmental screenings of children, but are encouraged to work with child care providers to promote screening in the areas of physical health (including vision and hearing), mental health, oral health, and developmental disabilities.

    • Yes.  Describe:  Licensing standards for child care centers require daily health screenings and annual vision/hearing screening. In addition, providers are encouraged to do, or have access to, developmental screenings.
    • No

a) If yes, are training, resources and supports offered to programs to assist them in ensuring that children receive appropriate developmental screenings?

  • Yes.  Describe:  The Illinois Trainers Network (ITN) Developmental Screening Training is an 8-hour session on the basics of conducting development screening and making suitable referrals to access services appropriate to children's needs.
  • No.
  • Other.  Describe:

b) If yes, are resources and supports provided to programs to help them understand how families are referred to indicated services and how to work with the health, mental health, and developmental disabilities agencies to support children when follow-up to screening is needed?

  • Yes. Describe:Caregiver Connections is a program that places mental health consultants in each of the CCR&R service delivery areas. They provide support to child care providers, helping them recognize, understand and respond to the social/emotional needs of the children in their care. Other resources available to child care providers are: Child and Family Connections, Local Interagency Councils, etc.
  • No
  • Other.  Describe:

c) Does the State/Territory use developmental screening and referral tools?

  • Yes. If Yes, provide the name of the tool(s)
  • No
  • Other. Describe:

3.1.6 Data & Performance Measures on Licensing and Health and Safety Compliance -

What data elements, if any, does the State/Territory currently have access to related to licensing compliance? What, if any, performance measures does the Lead Agency use for ensuring health and safety? The purpose of these questions is for Lead Agencies to provide a description of their capacity to provide information, not to require Lead Agencies to collect or report this information. For any data elements checked in (a) below, Lead Agencies may provide an optional description about the data they have access to (e.g., the Lead Agency may have data for only licensed programs, only programs caring for children receiving CCDF subsidies, only providers participating in quality improvement systems, or only for certain age groups (e.g., infants and toddlers or school-age children).

a) Data on licensing and health and safety. Indicate if the Lead Agency or another agency has access to data on:

  • Number of licensed programs.  Describe (optional):
  • Numbers of programs operating that are legally exempt from licensing. Describe (optional):
  • Number of programs whose licenses were suspended or revoked due to noncompliance. Describe (optional):
  • Number of injuries in child care as defined by the State/Territory. Describe (optional):
  • Number of fatalities in child care as defined by the State/Territory. Describe (optional):
  • Number of monitoring visits received by programs. Describe (optional):
  • Caseload of licensing staff. Describe (optional):
  • Number of programs revoked from CCDF due to non-compliance with health and safety requirements. Describe (optional):
  • Other. Describe:
  • None.

b) Performance measurement. What, if any, performance measures does the State/Territory use in its licensing system to monitor compliance with CCDF health and safety requirements?

  • The following is a partial list of performance measures tracked by the Department of Children and Family Services (DCFS):
    • % of new applications disposed of in 90 days
    • % of licenses renewed on time
    • % of child care centers inspected in the last year
    • % of family child care homes inspected in the last year
    • % of group child care homes inspected in the last year
  • The following are examples of performance measures tracked by the Lead Agency:
    • % of CCAP children enrolled in licensed child care settings
    • % of license exempt CCAP providers participating in the QRS Training Tiers
    • % of licensed slots in settings with QRS ratings

c) Evaluation. What, if any, are the State/Territory's plans for evaluation related to licensing and health and safety? Evaluation can include efforts related to monitoring implementation of an initiative, validation of standards or assessment tools, or looking at outcomes in programs or the system and may be ongoing or conducted periodically.

  • Evaluation of the Illinois Licensing system and the Lead Agency's health and safety compliance is on-going and includes the following methods and tools:
    • Data analysis
    • Focus groups
    • Provider surveys

3.1.7 Goals for the next Biennium -

In this section, Lead Agencies are asked to identify at least one goal for the upcoming biennium and are encouraged to identify no more than five priority goals total. ACF will target technical assistance efforts to help Lead Agencies achieve their goal(s). Lead Agencies may include existing goals (e.g., already identified in a State strategic plan or established by the Governor for a Lead Agency). Lead Agencies are not required to establish a goal for each sub-section of 3.1. Lead Agencies will report progress and updates on these goals in the annual Quality Performance Report (Appendix 1), including any barriers encountered.

What are the Lead Agency's goals for the licensing and health and safety system in the coming biennium? What progress does the State/Territory expect to make on core areas (e.g. licensing standards, monitoring visits or other effective enforcement, improved technical assistance, or fewer serious non-compliances?)

Note -When identifying your goals below, Lead Agencies are encouraged to begin with an action verb reflecting the desired result over the two year period (e.g., Increase, Improve, Build, Align, Implement, Review, Revise, Streamline, Expand, etc.)

  • Goal #1:  Develop tracking system for serious injuries and fatalities that occur in child care settings.
  • Goal #2:  Revise Day Care Center standards to include "obesity prevention" and "screen time" language.

NEW!

CCDF has a number of performance measures that are used to track progress for key aspects of the program at the national level. These performance measures are included in budget materials submitted to Congress and other documents. Please follow this link http://www.acf.hhs.gov/programs/occ/resource/government-performance-and-results-actgpra-measures to see the CCDF performance measures.  A number of these performance measures rely on information reported in the State and Territorial Plans as a data source.

We have added a ruler icon in Section 3.2 through 3.4 order to identify the specific questions used in the performance measures.  When answering these questions, Lead Agencies should ensure that their answers are accurate and complete in order to promote the usefulness and integrity of the performance measures.

3.2 Establishing Voluntary Early Learning Guidelines (Component #2)

For purposes of this section, voluntary early learning guidelines (also referred to as early learning and development standards) include the expectations for what children should know (content) and be able to do (skills) at different levels of development. These standards provide guidelines, articulate developmental milestones, and set expectations for the healthy growth and development of young children. The term early learning guidelines (ELGs) refers to age-appropriate developmental learning guidelines for infants and toddlers and school-age children. These early learning guidelines are voluntary because States/Territories are not required to develop such guidelines or implement them in a specified manner.

3.2.1 Has the State/Territory developed voluntary early learning guidelines for children? Check any early learning guidelines the State/Territory has developed.

  • Birth-to-three
  • Three-to-five
  • Five years and older
  • None. Skip to 3.2.6.

If yes, insert web addresses, where possible:

Which State/Territory agency is the lead for the early learning guidelines?  Illinois State Board of Education (ISBE)

3.2.2 Do the early learning guidelines cover a range of domains across physical, cognitive, and social and emotional development?

Check all that apply for each age group as applicable in the chart below. Because States vary in their domain names and which domains to include, we have used the domains identified in the Head Start Child Development and Early Learning Framework for reference purposes.

Domains Birth-to-Three ELGS Three-to-Five ELGs Five and Older ELGs
Physical development and health X X X
Social and emotional development X X X
Approaches to learning X X X
Logic and reasoning (e.g., problemsolving) X X X
Language development X X X
Literacy knowledge and skills X X X
Mathematics knowledge and skills X X X
Science knowledge and skills X X X
Creative arts expression (e.g., music, art, drama) X X X
Social studies knowledge and skills X X

English language development (for dual language

learners)

X
List any domains not covered in the above:
Other. Describe:

3.2.3 To whom are the early learning guidelines disseminated and in what manner?

Check all audiences and methods that your State/Territory has chosen to use in the chart below.

Information Dissemination Voluntary Training Mandatory Training
Parents in the child care subsidy system
Parents using child care more broadly
Practitioners in child care centers X
Providers in family child care homes X
Practitioners in Head Start X X
Practitioners in Early Head Start X X
Practitioners in public Pre-K program X
Practitioners in elementary schools X
Other. List:

3.2.4 Are voluntary early learning guidelines incorporated into other parts of the child care system?

Check which ways, if any, the State/Territory incorporates its early learning guidelines into other parts of the child care system.

  • To define the content of training required to meet licensing requirements
  • To define the content of training required for program quality improvement standards (e.g., QRIS standards)
  • To define the content of training required for the career lattice or professional credential
  • To require programs in licensing standards to develop curriculum/learning activities based on the voluntary ELGs
  • To require programs in quality improvement standards to develop curriculum/learning activities based on the voluntary ELGs
  • To develop State-/Territory -approved curricula
  • Other.
  • None.

3.2.5 Are voluntary early learning guidelines and development standards aligned with into other parts of the child care system?

Check the standards, if any, with which the State/Territory aligns its early learning guidelines.

  • Cross-walked to align with Head Start Child Development and Early Learning Framework
  • Cross-walked to align with K-12 content standards
  • Cross-walked to align with State/Territory pre-k standards
  • Cross-walked with accreditation standards
  • Other.
  • None.

3.2.6 Describe how your State/Territory uses ongoing assessments and measures of school readiness assessment using the following series of questions.

In this section, assessment is framed with two distinct purposes/tools - 1) ongoing assessment of children's progress within the classroom to improve and individualize instruction (this corresponds to 3.2.6a) and 2) assessments conducted within pre-kindergarten and/or at kindergarten entry to inform policymakers about the school readiness of children across the State on a broad range of domains, used to guide program initiatives (this corresponds to 3.2.6b).

In the description for each Yes response, please include a) who administers, and b) how often assessments are conducted, and c) what assessment tools are used.

a) Are programs required to conduct ongoing assessments of children's progress of children using valid, reliable and age-appropriate tools aligned with the early learning guidelines or other child standards?

  • Yes.  Describe:  In Illinois, Preschool for All (PFA) and Head Start/Early Head Start (HS/EHS) programs are required to conduct on-going assessments of children's progress. Child care centers with PFA and/or HS/EHS classrooms are also required to conduct on-going assessments in those classrooms. IL's new QRIS system, ExceleRate, will recommend and require child care centers to conduct assessments at the increasing levels of quality.
    HS/EHS and PFA programs are required to use research-based assessment tools that align with either the Head Start Child Development and Early Learning  Framework or the Illinois Early Learning and Development Standards, respectively.
    • a-1) If yes, are programs encouraged to use information from ongoing assessments to improve practice and individual children's needs?
      • Yes. Describe: HS/EHS and PFA program are required to use assessment information to improve practice and develop individual learning plans if necessary. The Lead Agency encourages child care providers to use assessments to improve practice.
      • No
      • Other. Describe:
    • a-2) If yes, is information on child's progress reported to parents?
      • Yes. Describe: PFA programs prepare portfolios of the children's work to share with parents during parent/teacher conferences/ HS/EHS programs share information with parents about children's progress in a variety of ways, including conferences and home visits. The Lead Agency encourages child care providers to share information with parents, also.
      • No
      • Other. Describe:
      • No
      • Other.  Describe:

b) Does the State/Territory use tools that are valid, reliable and age-appropriate to track the readiness of children within pre-kindergarten and/or as they enter kindergarten?

  • Yes. Describe: Illinois is piloting a new assessment tool, Kindergarten Individual Development Survey (KIDS), that will be conducted three times during the Kindergarten year. The pilot will be completed this year, and school years 2013-2014 and 2014-2015 will be used for reliability testing. KIDS will be used statewide in school year 2015-2016.
    • b-1) If yes, do the tools cover the developmental domains identified in 3.2.2?
      • Yes. Describe: KIDS has been developed to adapt Desired Results Developmental Profile-School Readiness to align with: Illinois Early Learning and Development Standards Illinois Learning Standards for Kindergarten Social and Emotional Learning Standards New Illinois Learning Standards Incorporating the Common Core for English Language Arts & Mathematics
      • No
      • Other.  Describe:  NA
    • b-2) If yes, are the tools used on all children or samples of children?
      • All children. Describe: NA
      • Samples of Children.  Describe:  Children are selected at random.
      • Other.  Describe: NA
    • b-3) If yes, is the information from the school readiness measures used to target program quality improvement activities?
      • Yes. Describe:
      • No
      • Other. Describe: KIDS is still being piloted and decisions about how data will be used in relationship to classroom quality have not been made.
      • No
      • Other.  Describe:  NA

c) Is school readiness information linked to the statewide longitudinal data system (SLDS, program of the Department of Education)?

  • Yes. Describe: KIDS is linked to the statewide longitudinal data system
  • No
  • Not applicable. State does not have an SLDS.

3.2.7 Data & Performance Measures on Voluntary Early Learning Guidelines (Click for additional instructions)

a) Data on voluntary early learning guidelines. Indicate if the Lead Agency or another agency has access to data on:

  • Number/percentage of child care providers trained on ELG's for preschool aged children.  Describe (optional):
  • Number/percentage of child care providers trained on ELG's for infants and toddlers. Describe (optional):
  • Number of programs using ELG's in planning for their work. Describe (optional):
  • Number of parents trained on or served in family support programs that use ELG's. Describe (optional):
  • Other. Describe:
  • None.

b) Performance measurement. What, if any, are the Lead Agency's performance measures related to dissemination and implementation of the early learning guidelines?

  • % of child care providers participating in CCAP who have been trained on using the ELDS
  • % of licensed child care centers who have been trained on using the ELDS
  • % of child care providers participating in CCAP who are using the ELDS to inform curriculum development
  • % of licensed child care providers who are using the ELDS to inform curriculum development

c) Evaluation. What are the State/Territory's plans, if any, for evaluation related to early learning guidelines? Evaluation can include efforts related to monitoring implementation of an initiative validation of standards or program assessment tools, or looking at outcomes in programs or the system and may be ongoing or conducted periodically.

  • The CCDF Lead Agency, along with its RTT/ELC partners, will assess data related to the use of the early learning guidelines in child care settings. The primary sources of this data will be the new QRIS system and the Gateways Registry.

3.2.8 Goals for the next Biennium -

In this section, Lead Agencies are asked to identify at least one goal for the upcoming biennium. Lead  Agencies are encouraged to include measurable and achievable goals. Lead Agencies may include existing goals (e.g., already identified in a State strategic plan or established by the Governor for a Lead Agency). ACF will target technical assistance efforts to help Lead Agencies achieve their goal(s). What are the Lead Agencyâs goals for using voluntary early learning guidelines in the coming biennium? What progress does the Lead Agency expect to make related to early learning guidelines?

  • Goal #1: Develop and implement training on the new Early Learning and Development Standards for child care centers, family child care homes, group child care homes and Preschool for All providers.
  • Goal #2: Develop and implement training on the Program Guidelines for Birth to 3 for child care centers, family child care providers, group child care providers, and Preschool for All providers

3.3 Creating pathways to Excellence for Child Care Programs through Program Quality Improvement Activities (Component #3)

(Click for additional instructions)

a) Describe which entities are involved in planning and administering the program quality improvement activities in 3.3, including State/Territory entities and local or community level entities.

  • The current QRS system--Quality Counts: Quality Rating System--was developed by the Quality Committee of the Lead Agency's Child Care Advisory Council, plus a few stakeholders representing child care providers.
  • Illinois received a Race to the Top/Early Learning Challenge Grant in the second round of awards. Central to IL's plan for this grant is a new, comprehensive, cross-sector quality rating and improvement system, now named, ExceleRate Illinois. The planning for ExceleRate Illinois was organized and facilitated by the Governor's Office of Early Childhood Development. The planning committee was an ad hoc committee of the Illinois Early Learning Council (IELC). In addition to the the IELC, the committee includes representatives from state and local government agencies, Head Start, child care resource and referral, Illinois AEYC and child care providers.

3.3.1 Element 1 - Program Standards

Definition - For purposes of this section, program standards refers to the expectations for quality, or quality indicators, which identify different levels of and pathways to improved quality. Minimum licensing standards and health and safety requirements provided in section 3.1 are also program standards but in this section, we focus on those standards that build upon and go beyond those minimum requirements.

a) Does your State/Territory's have quality improvement standards that include indicators covering the following areas beyond what is required for licensing? Check any indicators, if any, that your State/Territory has chosen to establish.

  • Ratios and group size
  • Health, nutrition and safety
  • Learning environment and curriculum
  • Staff/Provider qualifications and professional development
  • Teacher/providers-child relationships
  • Teacher/provider instructional practices
  • Family partnerships and family strengthening
  • Community relationships
  • Administration and management
  • Developmental screenings
  • Child assessment for the purposes of individualizing instruction and/or targeting program improvement
  • Cultural competence
  • Other. Describe: Inclusion of children with special needs Transitions; Continuous quality improvement
  • None. If checked, skip to 3.3.2.

b)  Does your State/Territory have quality improvement standards with provisions about the care of any of these groups of children? Check any provisions your State/Territory has chosen to establish.

  • Children with special needs as defined by your State/Territory
  • Infants and toddlers
  • School-age children
  • Children who are dual language learners
  • None

c) How do your State/Territory's quality standards link to State/Territory licensing requirements? Check any links between your State/Territory's quality standards and licensing requirements.

  • Licensing is a pre-requisite for participation
  • Licensing is the first tier of the quality levels
  • State/Territory license is a "rated" license.
  • Other. Describe:
  • Not linked.

d) Do your State/Territory's quality improvement standards align with or have reciprocity with any of the following standards? Check any alignment, if any, between your State/Territory's quality standards and other standards.

  • Programs that meet State/Territory pre-k standards are able to meet all or part of the quality improvement standards (e.g., content of the standards is the same, or there is a reciprocal agreement between pre-k and the quality improvement system)
  • Programs that meet Federal Head Start Performance Standards are able to meet all or part of the quality improvement standards (e.g., content of the standards is the same, or there is a reciprocal agreement between Head Start and the quality improvement system)
  • Programs that meet national accreditation standards are able to meet all or part of the quality improvement standards (e.g., content of the standards is the same, or an alternative pathway to meeting the standards)
  • Other. Describe:
  • None

3.3.2 Element 2 - Supports to Programs to Improve Quality

Definition - For purposes of this section, supports to programs to improve quality refers to such activities as technical assistance and consultation services for programs to  assist in meeting child care quality improvement standards.

a) Check which types of and for what purposes the State/Territory uses supports to child care programs, if any, in the following chart. If none, skip to 3.3.3.

  • None.  skip to 3.3.3.
Types and Purposes of Support Information or Written Materials Training On-Site Consultation
Attaining and maintaining licensing compliance X X
Attaining and maintaining quality improvement standards beyond licensing X X X
Attaining and maintaining accreditation X X
Providing targeted technical assistance in specialized content areas:
Health and safety X X X
Infant/toddler care X X X
School-age care X X
Inclusion X X
Teaching dual language learners
Mental health X X X
Business management practices X X
Other. Describe:

b) Methods used to customize quality improvement supports to the needs of individual programs include:

  • Program improvement plans
  • Technical assistance on the use of program assessment tools
  • Other. Describe:

c) Is technical assistance linked to entering the QRIS or targeted to help programs forward on QRIS?

  • Yes. Describe: Local child care resource and referral agencies provide TA to child care providers seeking to do program improvement. The TA is provided through a consultant team that includes: an Infant toddler Child Care Specialist, a Quality Specialist, a Mental Health Consultant, and a Child Care Nurse Consultant. They provide on-site TA, as well as training on a variety of topics.
  • No
  • Other. Describe:

3.3.3 Element 3 - Financial Incentives and Supports

Definition - For purposes of this section, financial incentives refers to the types of monetary supports offered to programs in meeting and sustaining licensing and QRIS or other child care quality improvement standards for programs.

a) Identify which types of financial incentives are offered and to which providers in the following chart. Check which incentives and supports, if any, the State/Territory chooses to offer. If none, skip to 3.3.4.

  • None. skip to 3.3.4.
Types of Financial Incentives and Supports for Programs Child Care Centers Child Care Homes License-Exempt Providers
Grants to programs to meet or maintain licensing X X
Grants to programs to meet QRIS or similar quality level X X X
One-time awards or bonuses on completion of quality standard attainment
Tiered reimbursement tied to quality for children receiving subsidy X X X
On-going, periodic grants or stipends tied to improving / maintaining quality X X X
Tax credits tied to meeting program quality standards
Other.  Describe: 

3.3.4 - Element 4 - Quality Assurance and Monitoring

Definition - For purposes of this section, quality assurance and monitoring refers to the ways that the State/Territory measures program quality for the purposes of its QRIS or other quality improvement system and the methods for measuring that the child care quality improvement standards for programs are met initially and maintained over time.

a) What tools, if any, does the State/Territory use to measure and monitor the quality of programs? Check all that apply and briefly describe using the chart below, including which programs are required to participate and the frequency of assessments. If none, skip to 3.3.5.

  • None. skip to 3.3.5.
Types of Program Quality Assessment Tools Describe, including frequency of assessment Child Care Centers Child Care Homes License-Exempt Providers
Environment Rating Scales (e.g., ECERS, ITERS, SACERS, FDCRS)

To maintain quality level assessments are done every three years

To "level advance" assessments are done as requested

X - Infant / Toddler

X - Preschool

X - School-Age

X
Classroom Assessment Scoring System (CLASS) N/A
Program Administration Scale (PAS) for child care centers or Business Administration Scale (BAS) for family child care homes

To maintain quality level assessments are done every three years

To "level advance" assessments are done as requested

X X
Customized instrument, including submission of written documentation, developed for State/Territory quality improvement system. This may include instruments developed for quality improvements in 21st Century Learning Center programs
Customized instrument, including submission of written documentation, developed for State/Territory quality improvement system. This may include instruments developed for quality improvements in 21st Century Learning Center programs
Other.

b) What steps, if any, has the State/Territory taken to align quality assurance and monitoring across funding streams and sectors in order to minimize duplication?

  • Have a mechanism to track different quality assessments/monitoring activities to avoid duplication
  • Include QRIS or other quality reviews as part of licensing enforcement
  • Have compliance monitoring in one sector (e.g., Head Start/Early Head Start, State/Territory pre-k) serve as validation for compliance with quality improvement system (e.g., QRIS) without further review
  • Have monitoring for meeting accreditation standards serve as validation for compliance with quality improvement system (e.g., QRIS) without further review
  • Other. Describe:
  • None

3.3.5 - Element 5 - Outreach and Consumer Education

Definition - For purposes of this section, outreach and consumer education refers to the strategies used to promote the child care quality improvement standards to parents, programs and the general public.

a) Does the State/Territory use symbols or simple icons to communicate levels of quality for child care programs beyond what may communicated to parents about licensing status and licensing compliance as reported in 3.1.3? (e.g. stars, or gold/silver/bronze levels).

  • Yes. If yes, how is it used?
  • Resource and referral/consumer education services use with parents seeking care
  • Parents enrolling in child care subsidy are educated about the system and the quality level of the provider that they are selecting
  • Searchable database on the web
  • Voluntarily, visibly posted in programs
  • Mandatory to post visibly in programs
  • Used in marketing and public awareness campaigns
  • Other.  Describe:  The kick off for ExceleRate Illinois's website was June 17, 2013. Most of the items check above are still in the planning stages. The web address is http://www.excelerateillinois.com. The marketing and outreach plans are robust and new things will be introduced steadily throughout this biennium.
    Parents and the public can still access the Quality Counts Illinois website because family child care home and group child care providers will be using this QRS until 2015-2016. The web address is http://www.ilqualitycounts.com/home.
  •  No. If no, skip to 3.3.6.

b) Does the State/Territory use any forms of media to reach parents and the public to communicate about levels of quality for child care programs? Check which forms, if any, the State/Territory uses to communicate levels of quality for child care programs.

  • Print
  • Radio
  • Television
  • Web
  • Telephone
  • Social Marketing
  • Other.  Describe:  At this point, the State only has print media and a website to announce the new ExceleRate Illinois. Plans include radio, television, and social media.
    Parents and the public can still access the Quality Counts Illinois website because family child care home and group child care providers will be using this QRS until 2015-2016. The web address is
    http://www.ilqualitycounts.com/home.
  • None.

c) Describe any targeted outreach for culturally and linguistically diverse families.

  • Marketing and outreach plans are still being developed. Most certainly these materials will be translated into Spanish and other yet-to-be determined languages.

3.3.6. Quality Rating and Improvement System (QRIS)

a) Based on the five key elements of a QRIS described above in 3.3.1 through 3.3.5, does your State/Territory have a quality rating and improvement system (QRIS) or similar quality improvement system in place?

  • Yes, the State/Territory has a QRIS or similar quality improvement system that includes linked activities in all five elements operating State/Territory-wide.
  • Participation is voluntary for:  CURRENTLY, for family child care providers, group child care providers, and license-exempt child care providers
  • Participation is mandatory forWith ExceleRate Illinois, all early learning programs serving children in groups will be required to participate. Preschool for All, Early Childhood Special Ed, and Head Start Programs will use their most recent "funder-assessment" to determine the level of quality. Licensed child care centers, because licensing is the first level, will automatically be in the system.
  • Yes, the State/Territory has a QRIS or similar quality improvement system that includes linked activities in all five elements operating as a pilot or in a few localities but not State/Territory-wide.
  • No, the State/Territory does not have a QRIS or similar quality improvement system that includes linked activities in all five elements.
  • State/Territory is in the development phase
  • State/Territory has no plans for development
  • Other. Describ:

 

  • b) If yes to 3.3.6a, CHECK the types of providers eligible to participate in the QRIS:
  • Child care centers
  • Group child care homes
  • Family child care homes
  • In-home child care
  • License exempt providers
  • Early Head Start programs
  • Head Start programs
  • Pre-kindergarten programs
  • School-age programs
  • Other. Describe:

3.3.7. If the State/Territory has or will have any quality improvement strategies for targeted groups of providers (e.g., relative caregivers or caregivers who are legally exempt from licensing) that are not described in your responses to any question in section 3.3 above, please describe:

Licensed-exempt child care home providers can participate in the Quality Counts Training Tiers program. This is 48 clock hours, 16 modules, of training divided into three tiers. The objectives of the modules align with the Core Knowledge used for the Gateways to Opportunity credentials...at an entry level.

3.3.8 Data & Performance Measures on Program Quality (Click for additional instructions)

a) Data on program quality. Indicate if the Lead Agency or another agency has access to data on:

  • Data on the quality level for individual programs (e.g. QRIS level) as defined by your State/Territory.  Describe (optional):  NA
  • Number of programs that move program quality levels annually (up or down).  Describe (optional):  NA
  • Program scores on program assessment instruments.  List instruments:
    • ECERS: Early Childhood Environment Scale-R
    • ITERS: Infant Toddler Environment Scale
    • SACERS: School-Age Environment Scale
    • PAS: Program Administration Scale
    • BAS: Business Administration Scale
    • Describe (optional):  NA
  • Classroom scores on program assessment instruments.  List instruments:
    • ECERS, ITERS, SACERS
    • Describe (optional):  NA
  • Qualifications for teachers or caregivers within each program.  Describe (optional):
    • With the new QRIS, ExceleRate Illinois
  • Number/Percentage of children receiving CCDF assistance in licensed care.  Describe (optional):  NA
  • Number/percentage of children receiving CCDF assistance who attend care at each of the tiers of the quality as defined by the State/Territory
  • Number/Percentage of programs receiving financial assistance to meet higher program standards.  Describe (optional):  NA
  • Other.  Describe:  NA
  • None.

b) Performance measurement. What, if any, are the Lead Agency's performance measures on program quality?

  • Performance measures may include:
    • % of licensed child care centers caring for CCAP children working for higher levels of quality in ExceleRate Illinois.
    • % of licensed family child care homes caring for CCAP children participating in Quality Counts QRS
    • % of licensed group child care homes caring for CCAP children participating in Quality Count QRS

c) Evaluation. What, if any, are the State/Territory's plans for evaluation related to program quality? Evaluation can include efforts related to monitoring implementation of an initiative, validation of standards or assessment tools, or looking at outcomes in programs or the system and may be ongoing or conducted periodically.

  • To date, most of the evaluation of the quality evaluation initiatives has been focused on the number of child care providers participating and the types of quality supports they are seeking. We are beginning to transition to ExceleRate Illinois in FY 2014. While we will continue to look the data, the evaluation plans include a validation study that will include child outcomes and data systems that track program quality features.

3.3.9 Goals for the next Biennium -

In this section, Lead Agencies are asked to identify at least one goal for the upcoming biennium. Lead Agencies are encouraged to include measurable and achievable goals. Lead Agencies may include existing goals (e.g., already identified in a State strategic plan or established by the Governor for a Lead Agency). ACF will target technical assistance efforts to help Lead Agencies achieve their goal(s). Lead Agencies are not required to establish a goal for each sub-section in 3.3. What are the State/Territoryâs goals for the program quality improvement system in the coming biennium? What progress does the State/Territory expect to make across the five key elements for quality improvement systems?

  • Goal #1: Develop supports for licensed child care centers to assist with the implementation of the new RTT/ELC QRIS program
  • Goal #2: Develop and implement ExceleRate Illinois Level 2 trainings, as necessary.

3.4 Pathways to Excellence for the Workforce - Professional Development Systems and Workforce Initiatives (Component #4)

Pathways to excellence for the workforce builds on the significant investments States and Territories have made in the area of professional development systems to ensure a well-qualified workforce with opportunities for growth from entry level through master teacher, with an increasing emphasis on the many additional roles in the child care system (e.g. adult educators such as consultants, technical assistance providers, trainers, and higher education faculty). In this section, States and Territories provide a self-assessment on current professional development and workforce activities and describe their goals for the upcoming Biennium.

For purposes of this section, States and Territories will respond according to five key elements for workforce systems:

  1. Core Knowledge and Competencies
  2. Career Pathways (or Career Lattice)
  3. Professional Development Capacity
  4. Access to Professional Development
  5. Compensation, Benefits and Workforce Conditions

a) Describe which entities are involved in planning and administering the activities in Section 3.4, including State/Territory entities and local or community level entities.

  • For the broader early learning and development professional development system, the primary administrating state agencies are the CCDF Lead Agency and the Illinois  State Board of Education (ISBE). The day-to-day administration of the PD activities is contracted to INCCRRA and the Illinois Resource Center. The statewide councils that inform the PD system are the Illinois Early Learning Council (IELC), the Professional Development Advisory Council (PDAC), the Child Care Advisory Council (CCAC) and CCR&R System Council. Each of these entities is described in Section 1.4.1.

3.4.1 Workforce Element 1 - Core Knowledge and Competencies

Definition - For purposes of this section, core knowledge and competencies (CKCs) refers to the expectations for what the workforce should know (content) and be able to do (skills) in their role working with and/or on behalf of children and their families. These CKCs provide a foundation for professional development design (including instructional practices) and other quality improvement efforts.

a) Has the State/Territory developed core knowledge and competencies (CKCs) for practitioners working with and/or on behalf of children?

    • Yes
    • No, the State/Territory has not developed core knowledge and competencies. Skip to question 3.4.2.
    • Other.  Describe:
  • If yes, insert web addresses, where possible: http://www.ilgateways.com

b) Check which of the following teaching and learning topics, if any, are covered in the CKCs.

  • Child growth, development and learning
  • Health, nutrition, and safety
  • Learning environment and curriculum
  • Interactions with children
  • Family and community relationships
  • Professionalism and leadership
  • Observation and assessment
  • Program planning and management
  • Diversity
  • Other.  Describe:
  • None

c) Are the CKCs incorporated into other parts of the child care system? Check which ways, if any, the State/Territory incorporates its CKCs into other parts of the child care system.

  • To define the content of training required to meet licensing requirements
  • To define the content of training required for program quality improvement standards (as reported in section 3.3)
  • To define the content of training required for the career lattice or credential
  • To correspond to the early learning guidelines
  • To define curriculum and degree requirements at institutions of higher education
  • Other.  Describe:
  • None

d) Are the CKCs aligned with other State/Territory or national standards? Check which ways, if any, the State/Territory aligns its CKCs with other standards.

  • Cross-walked with the Child Development Associate (CDA) competencies
  • Cross-walked with national teacher preparation standards (e.g., NAEYC standards for early childhood professional preparation, National Board of Professional Teaching Standards, National Council for Accreditation of Teacher Education/Council for the Accreditation of Educator Preparation, Head Start SOLAR staff skills indicators)
  • Cross-walked with apprenticeship competencies
  • Other.  Describe:
  • None

e) Check for which roles, if any, the State/Territory developed supplemental or specialized competencies.

  • Staff working directly with children in centers, including aides, assistants, teachers, master teachers.  Describe:  Gateways to Opportunity ECE Credential Level 1;  Gateways ECE Credential Levels 2-5; School Age and Youth Development (SAYD) Credential Level 1 and in the pilot stage - the Gateways SAYD Credential Levels 2-5
  • Providers working directly with children in family child care homes, including aides and assistants. Describe: Gateways to Opportunity ECE Credential Level 1; Gateways ECE Credential Levels 2-5; School Age and Youth Development (SAYD) Credential Level 1 and in the pilot stage - the Gateways SAYD Credential Levels 2-5 In the early stages of development: Gateways Family Child Care Credential
  • Administrators in centers (including educational coordinators, directors). Describe: Illinois Director Credential; Gateways ECE Credential Levels 2-5; and in the pilot stage - the Gateways SAYD Credential Levels 2-5
  • Technical assistance providers (including mentors, coaches, consultants, home visitors, etc.). Describe:
  • Education and training staff (such as trainers, CCR&R staff, faculty). Describe:
  • Other. Describe:
  • None.

f) Check if the State/Territory has developed any supplemental or specialized competencies for practitioners/providers working with the following ages.

  • Birth-to-three
  • Three-to-five
  • Five and older
  • Other. Describe:
  • None.

3.4.2 Workforce Element 2 - Career Pathways

Definition - For purposes of this section, career pathways (or career lattice) defines the options and sequence of qualifications and ongoing professional development to work with children. Career pathways assist professionals in understanding their career options and identify steps for advancement for the workforce recognizing and rewarding higher levels of preparation and mastery of practice to promote higher quality services for children.

a) Does the State/Territory have a career pathway which defines the sequence of qualifications related to professional development (education, training and technical assistance) and experience required to work with children?

  • Yes.  Describe:  The Gateways to Opportunity Career Lattice has six levels and includes the following credentials: Illinois Director Credential; the ECE Credential; Infant Toddler Credential; School Age and Youth Development Credential
  • No, the State/Territory has not developed a career pathway. Skip to question 3.4.3. Insert web addresses, where possible: http://www.ilgateways.com

b) Check for which roles, if any, the career pathway (or lattice) include qualifications, specializations or credentials.

  • Staff working directly with children in centers, including aides, assistants, teachers, master teachers.  Describe: 
    • There are four credentials designed for staff working in the positions named above. Depending on the age of the children/youth, they are:
      • 1) ECE Credential:
        • a) has six levels from Level 1 (48 clock-hour training) to Level 6, which is the Graduate Level
        • b) Levels 2-6 have requirements in General Education, Early Childhood Education, Work/Practical Experience and Professional contributions.
      • 2) Infant Toddler Credential:
        • a) is a specialization for the ECE Credential
        • b) has five levels reaching from Level 2 (12 ECE credits and 3 Infant Toddler "points") to Level 6, the Graduate Level
        • c) Levels 2-6 have requirements in General Education, education and training requirements specific to infants and toddlers, and Work/Practical Experience specific to infants and toddlers.
      • 3) School Age Credential:
        • a) has six levels from Level 1 (48 clock-hour training) to Level 6, which is the Graduate Level
        • b) Levels 2-6 have requirements in General Education, School Age Care and Youth Development Education, Work/Practical Experience and Professional contributions.
      • 4) Youth Development Credential:
        • a) has six levels from Level 1 (48 clock-hour training) to Level 6, which is the Graduate Level
        • b) Levels 2-6 have requirements in General Education, Youth Development Education, Work/Practical Experience and Professional contribution.
  • Providers working directly with children in family child care homes, including aides and assistants. Describe:
    • The credentials mentioned above are also appropriate for family/group child care home providers, aides and assistants.
  • Administrators in centers (including educational coordinators, directors). Describe:
    • The Illinois Director Credential (IDC) is appropriate for directors and program coordinators of early learning and school age settings. The IDC is awarded at three levels and has requirements in the following components:
      • General education
      • Education specific to Early Childhood Education/Child Development and/or School Age Care
      • Education specific to Management and Administration
      • Work experience in the classroom
      • Work experience in administration
      • Professional contributions
  • Technical assistance providers (including mentors, coaches, consultants, home visitors, etc.). Describe:
  • Education and training staff (such as trainers, CCR&R staff, faculty). Describe:
  • Other. Describe:
  • None

c) Does the career pathway (or lattice) include specializations or credentials, if any, for working with any of the following children?

  • Infants and toddlers
  • Preschoolers
  • School-age children
  • Dual language learners
  • Children with disabilities, children with developmental delays, and children with other special needs
  • Other.  Describe:
  • None.

d) In what ways, if any, is the career pathway (or lattice) used?

  • Voluntary guide and planning resource
  • Required placement for all practitioners and providers working in programs that are licensed or regulated in the State/Territory to serve children birth to 13
  • Required placement for all practitioners working in programs that receive public funds to serve children birth to 13
  • Required placement for adult educators (i.e., those that provide training, education and/or technical assistance)
  • Required placement for participation in scholarship and/or other incentive and support programs
  • Required placement for participation in the QRIS or other quality improvement system
  • Other.  Describe:
  • None

e) Are individuals' qualifications, professional development, and work experience verified prior to placement on the career pathway (or lattice?)?

  • Yes.  If yes, describe:  Individuals applying for any of the Gateways to Opportunity credentials submit official transcripts from all institutions of higher education, work experience documentation, and evidence of professional contributions to INCCRRA for review.
  • No.

3.4.3 Workforce Element 3 - Professional Development Capacity

Definition - For purposes of this section, professional development incorporates higher education, training and technical assistance. Higher education capacity refers to capability of the higher education system to meet the needs of the diverse workforce including the provision of content that addresses the full range of development and  needs of children. Training and technical assistance capacity refers to capability of the training and technical assistance system to meet the needs of the diverse workforce including the provision of content that addresses the full range of development and needs of children.  Early childhood includes infants, toddlers and preschoolers.

a) Has the State/Territory assessed the availability of degree programs in early childhood education, school-age care or youth development, and related fields in the State/Territory (e.g., both physical location and distance-based, accessibility to practitioners, etc.)?

  • Yes.  If yes, describe: Higher education is essential to the Gateways to Opportunity professional development system.  Gateways and Workforce Development staff at INCCRRA work very closely with 2- and 4- year colleges that offer degrees in early childhood education; child development/family and consumer sciences; school age related fields and youth development. A higher education directory can be found at http://www.ilgateways.com.
  • No.

b) Has the State/Territory assessed the availability of early-childhood and school-age and related training and technical assistance programs in the State/Territory (e.g., both physical location and distance-based, degree level, etc.)?

  • Yes.  If yes, describe:  The Lead Agency has been working with INCCRRA in the development of the Gateways to Opportunity Registry. Now that the Registry has over 44,000 members, the Lead Agency will be better able to assess the availability of training and TA in all parts of the state.
  • No.

c) What quality assurance mechanisms, if any, are in place for the degree programs and courses offered by the State/Territory institutions?

  • Standards set by the institution
  • Standards set by the State/Territory higher education board
  • Standards set by program accreditors
  • Standards set by State/Territory departments of education
  • Standards set by national teacher preparation accrediting agencies
  • Other.  Describe:
  • None.

d) What quality assurance mechanisms, if any, are in place for the training and technical assistance programs offered by the State/Territory?

  • Training approval process.  Describe:  Trainer and Training Approval applications are submitted together because putting a training together is one of the skills required by trainers. Applications are available at http://www.ilgateways.com and are processed by INCCRRA staff.
  • Trainer approval process.  Describe:  Trainer and Training Approval applications are submitted together because putting a training together is one of the skills required by trainers. Applications are available at http://www.ilgateways.com and are processed by INCCRRA staff.
  • Training and/or technical assistance evaluations. Describe:
  • Other. Describe:
  • None.

e) Does the State/Territory have articulation agreements in place across and within institutions of higher education?

  • Yes.  If yes, describe:  There are some articulation agreements between 2-year and 4-year institutions, however, there is room for improvement.
  • No.

f) Does the State/Territory have articulation agreements that translate training and/or technical assistance into higher education credit?

  • Yes. If yes, describe:  At this time, decisions about translating training/TA into higher education credit are made at the institution of higher education.
  • No.

3.4.4 Workforce Element 4 - Access to Professional Development

Definition - For purposes of this section, access to professional development (training, education and technical assistance) refers to the degree to which practitioners are  made aware of, and receive supports and assistance to utilize, professional development opportunities.

a) Does the State/Territory have professional development opportunities accessible for professionals in various or all sectors of the early childhood and school-age field?

  • Yes. If yes, for which sectors?
    • Child care
    • Head Start/Early Head Start
    • Pre-Kindergarten
    • Public schools
    • Early intervention/special education
    • Other.  Describe:
    • No.

b) Does the State/Territory have a State/Territory-wide, coordinated and easily accessible clearinghouse of information about professional development opportunities available to all members of the early childhood and school-age workforce? Lead Agencies are not required to have a professional development system, but States/Territories may develop such clearinghouses to promote access to professional development opportunities.

  • Yes.  If yes, describe:  At this point, the very best description of the Illinois Statewide, coordinated and easily accessible clearinghouse is that is it being re-modeled. The Gateways to Opportunity launched in 2010 and now has over 44,000 members. It is working training for early childhood and school age sectors under one "umbrella". As Illinois is now an RTT/ELC2 state, the Registry staff are working to link up with Head Start and Preschool for All professional development and workforce databases.
  • No.

Insert web addresses, where possible: http://registry.ilgateways.com

c) What supports, if any, does the State/Territory provide to promote access to training and education activities?

  • Scholarships.  Describe:  The Gateways to Opportunity Scholarship Program is available to practitioners working in licensed child care centers, group child care homes and family child care homes. More information can be found at: http://www.ilgateways.com.
  • Free training and education.  Describe:  Local child care resource and referral agencies offer some training free of charge. Local CCR&R agencies can be found at http://www.inccrra.org.
  • Reimbursement for training and education expenses.  Describe:  The local CCR&R agencies administer the Professional Development Fund, which provides the opportunity for reimbursement of professional development related expenses.
  • Grants. Describe:
  • Loans. Describe:
  • Loan forgiveness programs. Describe:
  • Substitute pools. Describe:
  • Release time. Describe:
  • Other. Describe:
  • None

d) Does the State/Territory have career advisors for early childhood and school-age practitioners?

  • Yes.  If yes, describe:  The Professional Development Advisor (PDA) program is designed to assist ECE and SA practitioners plan and achieve their career goals.
  • No.

e) Does the State/Territory have mentors, coaches, consultants, and/or other specialists available to provide technical assistance to the workforce?

  • Yes.  If yes, describe:  The Lead Agency administers the following consultant programs through a variety of partnerships: Child Care Nurse Consultants, Mental Health Consultants, Infant Toddler Child Care Consultants, and Quality Specialists.
  • No.

3.4.5 Workforce Element 5 - Compensation, Benefits and Workforce

Conditions definition - For purposes of this section, rewards for education and training refers to any financial supports provided to practitioners for participating in and completing education or training or for increasing compensation.

a) Does the State/Territory have a salary or wage scale for various professional roles?

  • Yes. If yes, describe:
  • No.

b) Does the State/Territory provide financial rewards for participation in professional development, such as one-time salary bonuses for completing a training or education program?

  • Yes.  If yes, describe:
  • No.

c) Does the State/Territory provide sustained financial support on a periodic, predictable basis, such as annual wage supplements, based on the highest level of training and education achieved?

  • Yes.  If yes, describe:  Great START is a wage supplement program that rewards eligible early care and education and school-age care (full day/full year programs) practitioners working in IL DCFS licensed child care centers, group child care homes and family child care homes for attaining higher education and for remaining at their current place of employment.
  • No.

d) Does the State/Territory have a program to offer or facilitate benefits (e.g. health insurance coverage, retirement, etc.) to the workforce?

  • Yes.  If yes, describe:
  • No.

3.4.6 Data & Performance Measures on the Child Care Workforce -

What data elements, if any, does the State/Territory currently have access to related to the child care workforce? What, if any, does the State/Territory use for performance measures on professional development and workforce initiatives? The purpose of these questions is for Lead Agencies to provide a description of their capacity to provide information, not to require Lead Agencies to collect or report this information. For any data elements checked in (a) below, Lead Agencies may provide an optional description about the data they have access to (e.g., the Lead Agency may have data for only licensed  programs, only programs caring for children receiving CCDF subsidies, only providers participating in quality improvement systems, or only for certain age groups (e.g., infants and toddlers or school-age children).

a) Data on the child care workforce. Indicate if the Lead Agency or another agency has access to data on:

  • Data on the size of the child care workforce.  Describe (optional):
  • Data on the demographic characteristics of practitioners or providers working directly with children.  Describe (optional):
  • Records of individual teachers or caregivers and their qualifications.  Describe (optional):
  • Retention rates. Describe (optional):
  • Records of individual professional development specialists and their qualifications.  Describe (optional):
  • Qualifications of teachers or caregivers linked to the programs in which they teach.  Describe (optional):
  • Number of scholarships awarded.  Describe (optional):
  • Number of individuals receiving bonuses or other financial rewards or incentives.  Describe (optional):
  • Number of credentials and degrees conferred annually.  Describe (optional):
  • Data on T/TA completion or attrition rates.  Describe (optional):
  • Data on degree completion or attrition rates. Describe (optional):
  • Other. Describe:
  • None.

b) Does the State/Territory have a workforce data system, such as a workforce registry, which tracks workforce demographics, compensation, and qualifications and ongoing professional development for practitioners working with children birth to age 13?

Definition - For purposes of this section, a workforce data system refers to a system, such as a workforce registry, that tracks the size and characteristics of the child care workforce, including longitudinal data to monitor changes over time. The data system also can produce records to validate and verify qualifications or ongoing professional development for licensing, accreditation, QRIS, wage incentives, and credentials.

  • Yes.
    • b-1) If yes, which roles are included in the workforce data system? For each role checked, indicate in your description whether participation is voluntary or mandatory.
      • Staff working directly with children in centers, including aides, assistants, teachers, master teachers.  Describe:  The Gateways to Opportunity Registry tracks, or can track, the following:
        • practitioner roles
        • education level
        • salary level
        • longevity
        • professional development
      • Providers working directly with children in family child care homes, including aides and assistants. Describe: The Gateways to Opportunity Registry tracks, or can track, the following:
        • practitioner roles
        • education level
        • salary level
        • longevity
        • professional development
      • Administrators in centers (including educational coordinators, directors). Describe: The Gateways to Opportunity Registry tracks, or can track, the following:
        • practitioner roles
        • education level
        • salary level
        • longevity
        • professional development
      • Technical assistance providers (including mentors, coaches, consultants, home visitors, etc.). Describe: The Gateways to Opportunity Registry tracks, or can track, the following:
        • practitioner roles
        • education level
        • salary level
        • longevity
        • professional development
      • Education and training staff (such as trainers, CCR&R staff, faculty). Describe: The Gateways to Opportunity Registry tracks, or can track, the following:
        • practitioner roles
        • education level
        • salary level
        • longevity
        • professional development
      • Other.  Describe:
      • None.
    • b-2) Does the workforce data system apply to:
      • all practitioners working in programs that are licensed or regulated by the State/Territory to serve children birth to 13?
      • all practitioners working in programs that receive public funds to serve children birth to age 13?
      • No.

c) Performance measurement. What, if any, performance measures does the State/Territory use related to its workforce and professional development systems?

  • Performance measures may include:
    • % increase in credentials awarded from year to year
    • % credential recipients who level advance, each year
    • % of Great START participants who level advance, each year
  • Ongoing increase in Registry membership

d) Evaluation. What, if any, are the State/Territory's plans for evaluation related to its workforce and professional development systems? Evaluation can include efforts related to monitoring implementation of an initiative, validation of standards or assessment tools, or looking at outcomes in programs or the system and may be ongoing or conducted periodically.

  • In addition to participating in the evaluation process required by the RTT/ELC grant, the Lead Agency will continue to compare annual participation in professional development activities.

3.4.7 Goals for the next Biennium -

In this section, Lead Agencies are asked to identify at least one goal for the upcoming biennium and are encouraged to identify no more than five priority goals total. ACF will target technical assistance efforts to help Lead Agencies achieve their goal(s). Lead Agencies may include existing goals (e.g., already identified in a State strategic plan or established by the Governor for a Lead Agency). Lead Agencies are not required to establish a goal for each sub-section in 3.4. Lead Agencies will report progress and updates on these goals in the annual Quality Performance Report (Appendix 1), including any barriers encountered.

What are the State/Territory's goals for the building the professional development system and improving conditions for the workforce in the coming biennium? What progress does the State/Territory expect to make across the five key elements for the workforce and professional development system described above?

Note - When identifying your goals below, Lead Agencies are encouraged to begin with an action verb reflecting the desired result over the two year period (e.g., Increase, Improve, Build, Align, Implement, Review, Revise, Streamline, Expand, etc.)

  • Goal #1:  With the RTT/ELC partners, develop and implement a statewide plan for supporting professional development for child care providers that incorporates all state-funded supports.
  • Goal #2:  Resolve the articulation issues between two- and four-year higher education early childhood programs
  • Goal #3:  Complete Core Knowledge development for the Family Specialist Credential and the Family Child Care Credential