PFA/PFAE Overview

Principal Consultants:

Jenny Metcalf & Michelle Wood

Whole Child • Whole School • Whole Community1

Purpose

▪ Monitoring Logistics

▪ ExceleRate Illinois

▪ ECERS-3 overview

▪ Continuous Quality Improvement Plans ▪ Compliance Checklist

▪ PFA 1-20

▪ PFAE 1-20 and 21-37

https://www.isbe.net/Documents/PFA-Compliance-Checklist.pdf

Whole Child • Whole School • Whole Community

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Monitoring Logistics

▪ Programs are monitored at least once every four years

▪ Programs are given a three week window when their visit will occur and are contacted three weeks before the start of the window. Programs can indicate 3 block out days.

▪ The compliance checklist is completed at the program level. ECERS assessments are completed at the classroom level.

▪ Depending on the overall number of classrooms to be monitored, ISBE determines how many classrooms per site will receive ECERS assessments

▪ Exit interview will be conducted so programs have the opportunity to provide assessors with any missing documentation

▪ Programs have 30 days from the receipt of monitoring results to submit a Continuous Quality Improvement Plan

Developing your Continuous Quality Improvement Plan https://www.isbe.net/Documents/CQIP-WebinarPowerPointPresentation.pdf

ExceleRate Illinois

▪ Preschool for All programs that are not housed in a

licensed facility will receive their rating from ISBE based

on monitoring results

▪ ExceleRate ratings are calculated based on a formula using both the compliance checklist results and the ECERS scores

▪ ExceleRate ratings are awarded per site. If a site has under 3 classrooms, and the program has other sites, the ratings are combined.

▪ 1A. Learning Environment: ERS average overall score of at least 4.5 with no classrooms below a 4.0

▪ 1C. Instructional Quality : ERS average score of at least 4.75 on Interactions and Language Reasoning/Listening and Talking subscales with no classroom below a 4.0

▪ PFAE or Preschool Expansion programs are given a separate rating only if there is not PFA in the building

http://www.excelerateillinoisproviders.com/

ECERS-3

➢ Classrooms will be assessed using ECERS-3

➢ Trainings available through Early Childhood Professional Learning and Starnet

➢ Additional notes for clarification – most up to date information

Compliance Checklist Overview

• PFA/PFAE are combined on one checklist

• Documentation listed are examplesof what can be provided to show compliance

PFA/E Item #1: Staff/child ratio and class size

▪ 20 children per session; 1 adult to 10 children

▪ The minimum number of children to be served is 15 when utilizing an inclusive model

▪ Exceptions for DCFS licensing or Head Start

Whole Child • Whole School • Whole Community

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PFA/E Item #2: Required documentation and age

eligibility

▪ Children must be 3 to enroll in the program and not age eligible for kindergarten

▪ Proof of Family Income

▪ Examples of documentation to show income:▪ Pay stubs (Two most recent, consecutive)

▪ Proof of WIC benefit

▪ Proof of SNAP benefit

▪ Proof of TANF enrollment

▪ Proof of SSI benefit

▪ Proof the family receives CCAP

▪ Tax return (most recent)

▪ Wages and tax statement (most recent W-2)

▪ Verification/letter from employer

▪ Proof that parent/guardian is enrolled in Medicaid

▪ A signed written statement from the family only if zero income is determined

▪ Homeless and foster children may be missing documents

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Proof Of Family Income Frequently Asked Questions (FAQ)

PFA/E #3: Homeless Children9

▪ (Applies only to school districts)▪ Program has a written plan for homeless students that

meets all of the following requirements: ▪ Immediate school enrollment regardless of child’s ability to

produce records (e.g. previous academic records, health records, proof of residency, and/or birth certificate)

▪ Attendance in the school of origin or school of residence

▪ Provision for transportation for homeless children

▪ Guidelines regarding dispute resolution

▪ Provision for services to homeless child that is comparable to services offered to non-homeless in the Local Education Agency (e.g. Special Education, Title 1, programs for students with limited English proficiency, before and after school programs)

PFA/E Item #4: Screenings

▪ Screening results must be on file and/or IEP

▪ Should be shared with parent/guardian

▪ Parent interview should be on file

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PFA/E Item #5: Screening instrument

▪ Comprehensive screening instrument used as part of enrollment process

▪ Some possible research based instruments:

▪ Ages & Stages (ASQ or ASQ-SE)

▪ Brigance

▪ DIAL

▪ Early Screening Inventory

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PFA/E Item #6: Weighted eligibility and prioritization

▪ Highest need children should be prioritized first (homeless, youth in care, income 50% of FPL should receive first priority for enrollment)

▪ Should use multiple risk factors, not a single risk factor

▪ All children should have weighted eligibility form, including those with an IEP

Sample criteria from Preschool for All Expansion

https://www.isbe.net/Documents/PFA-Compliance-Checklist.pdf

▪ Children who are not toilet trained can not be excluded from enrollment

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PFA/E Item #7: Class time and calendar

▪ Student attendance must be at least 165 days (numbers of days can be shorter in first year of grant)

▪ Family conference, home visits, professional development days are above the 165

▪ Class time must equal 12.5 hours per week overall

▪ Early release days may require additional time added to schedule

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PFA/E Item #8: Childcare DCFS

License14

▪ (Applies only to childcare centers)

▪ DCFS license is current or pending, is valid and posted in the center

▪ Not applicable to school districts or license exempt programs

▪ Copy of current license or DCFS letter showing pending approval or proof of license exempt status

PFA/E Item #9: Mission Statement15

▪ Mission statement has been developed cooperatively and is on display

PFA/E Item #10: Curriculum

▪ Curriculum must be research based and can not be district/program created

▪ Curriculum must align with the Illinois Early Learning and Development Standards or Illinois Early Learning Guidelines, as applicable

https://www.excelerateillinoisproviders.com/resources/resources-by-standard?id=48%20

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PFA/E Item #11: A nutritious snack

and/or meal

▪ Snack is offered daily for half day and at least one full meal for full day programs

▪ Snack can be offered as part of center time

▪ Snack or meal should be offered within the timeframe of the specified PFA hours

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PFA/E Item #12: Assessment and Portfolios

▪ Research based assessment system should be observation based with 3 reporting periods

▪ Portfolio collections should measure progress over time and reflect the IELDS or indicators from the assessment tool

▪ Narrative summary reports shared with parents based on assessment data

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PFA/E Item #13: Suspension Expulsion Policy

▪ Program has a written plan for transitioning children to kindergarten

▪ Program has a written policy prohibiting expulsion and suspension

Public Act 100-0105

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PFA/E Item #14: Collaboration

Plan20

▪ The program has a written plan, updated yearly, outlining collaboration with members of the local community that serve young children and families

▪ The program has a signed Memorandum of Understanding (MOU) with local Head Start

PFA/E Item #15: Teacher qualifications

▪ PFA teacher

▪ Current Professional Educator License (PEL) with an early childhood education endorsement or proper temporary approval (Public Act 100-0645)

▪ PFA teacher in an inclusive classroom

▪ Current Professional Educator License (PEL) with an early childhood education endorsement and the early childhood special education approval, unless itinerant services are provided per the IEP

▪ PFA teacher in a bilingual classroom

▪ 19 or below emergent bilinguals with different home languages in the same center/site requires a teacher with EC and ESL endorsement

▪ 20 or more emergent bilinguals with the same language in the same center/site require a teacher with an EC and Bilingual endorsement with approval in children’s shared home language

▪ Paraprofessional

▪ ISBE paraprofessional license

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PFA/E Item #16: Family

Education/Involvement 22

▪ Opportunities for family education and involvement are provided and documented

▪ Opportunities for ongoing two way communication with parent/guardian

▪ Program does not charge families fees for field trips or registrations; nor does program require families purchase students’ supplies or materials.

PFA/E #17: Home Language

Survey23

▪ (Applies only to School District programs.)

▪ Completed Home Language Survey on file for each child signed by the parent/guardian

▪ Home Language Survey

PFA/E #18: English Language

Proficiency Screening 24

▪ (Applies only to School District programs)

▪ District has documentation of screening procedures that align with the “prescribed screening procedures” in 23 Ill. Adm. Code 228.10

▪ Prescribed screening procedures have been used to assess English language proficiency for each student identified through the home language survey as having a language background other than English or Home Language Surveys indicate no need for use of prescribed screening procedures

PFA/E #19: CQIP & Self

Assessment25

▪ The program has an annual self-assessment that informs both the individualized staff development plans and the program’s annual continuous quality improvement plan

▪ The program has a written continuous quality improvement plan on file which is updated yearly

PFA/E #20: Children with IEPs26

▪ Children with disabilities participate in a variety of activities with supplementary aids, services and instructional strategies

▪ Staff attend and participate in IEP meetings

▪ Staff participates in professional development activities related to providing services to children with IEPs in the regular early childhood classroom

▪ Special education supports and services are provided in the PFA classroom and embedded into the activities and routines of the day

Preschool for All Expansion

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Item #21: Full Day

▪ Class schedules meets for a full day equivalent to the local district 1st grade classroom

▪ At least 5 hours per day

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Item 22: Meals

▪ Breakfast, Lunch and PM Snack are required

▪ Must be served within the hours of PFAE operation

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Item 23: Weighted eligibility criteria

▪ A minimum of 80% of enrolled children have at least two risk factors or one highest priority selection factor according to the weighted eligibility form

▪ All PFAE programs must use the state created weighted eligibility form

https://www.isbe.net/Documents/PFA-Compliance-Checklist.pdf

▪ Can add community specific factors

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Item 24: Recruitment plan31

▪ Program has a written comprehensive recruitment plan

▪ Engages in community outreach

Item 25: Social-Emotional

Model/Curriculum 32

▪ Program must adopt a social-emotional model or curriculum

▪ Develop and implement a plan to support teachers in addressing the social-emotional needs of children and managing challenging behaviors

▪ Trainings offered on the Pyramid Model

https://www.eclearningil.org/professional-learning

Item 26: Physical Activity 33

▪ 60 minutes of gross motor per day

Item 27: Community Partnerships34

▪ Collaboration with the local Head Start grantee is an active collaboration with regular communication, coordination of services and joint activities where possible.

▪ Active partnerships and regular communication with regional DCFS and McKinney-Vento liaisons to

▪ The program maintains active linkages to community social service resources

▪ Provide at-risk children and families with opportunities to engage in cultural and social enrichment.

Item 28: Comprehensive Services

▪ Program ensures that each child receives any necessary medical treatment or immunizations, as indicated by physical

▪ Families are connected to a medical and dental home

▪ Each child receives a dental screening and mental health screening

▪ Contract with a mental health consultant to provide observations, consultation, and referral

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Item 29: Teaching Staff

▪ Teaching staff salaries are comparable to local K-12 teaching staff salaries

▪ Entry level on local school district salary scale

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Item 30: Instructional Leader

▪ Program employs at least one instructional leader with a Bachelor’s degree in child development or early childhood education and specific early childhood expertise and expertise in serving culturally and linguistically diverse children.

▪ Maximum caseload of ten classrooms.

▪ Provides embedded professional development and implement a professional learning community focused on instructional excellence.

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Item 31: Family Educator

▪ Program employs at least one family educator with experience in child development, early childhood education, social work or a related field required.

▪ Family educators demonstrate cultural and linguistic competence appropriate for the community to be served.

▪ Each family educator has a maximum caseload of 100 children.

▪ Family educators deliver comprehensive family engagement supports and services.

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Item 32: Family Needs39

▪ The program actively works with families to provide referrals, resources and services that address the needs of families and conducts follow up to ensure effectiveness of services.

▪ Family educator / family support staff maintain clear, written case notes that document family needs and goals, resources provided to address those needs/goals and family progress.

▪ The program maintains a written plan detailing a clear strategy for providing comprehensive services and supporting families holistically.

Item 33: Parent Advisory Council40

▪ Program notifies families of the opportunity to participate in a parent advisory council and actively engages families through multiple methods of contact.

▪ The council meets at minimum every two months at times and days that have been determined with input from parents.

▪ Families have opportunities to participate in a variety of leadership opportunities throughout the year.

Item 34: Family Education

Opportunities41

▪ Families receive regular opportunities to learn from experts in the areas of:

▪ child medical and dental health

▪ mental wellness and

▪ family strengthening

▪ Families have an opportunity to provide input in the selection of workshop/training topics.

Item 35: Kindergarten Transitions42

▪ Families are educated about the kindergarten transition and engaged in collaboratively developing a transition plan for their child.

Item 36: Children with Special

Needs43

▪ Children with special needs are enrolled in the program.

▪ The program articulates a clear strategy for targeting children with special needs for enrollment.

▪ The program maintains a clear written process for referral/assessment of children with suspected special needs and comprehensive support to families during the assessment process.

Item 37: Services to children with

IEP’s44

▪ Services are coordinated with early intervention service providers under part C and LEAs under section 619 of part B of IDEA

▪ A written plan guides coordination and collaboration activity regarding services to children with special needs.

▪ Physical activity services take into account and accommodate children with special needs.

QUESTIONS???

ISBE Early Childhood

217-524-4835

earlychi@isbe.net

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