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Q11. Do children from priority populations have access to the developmental supports they need?

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Q11. Do children from priority populations have access to the developmental supports they need?

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1A: Early Childhood system has enough  openings for the number of children who want to attend Early Childhood, especially those from priority populations (reasonable effort). 

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1A: Early Childhood system has enough  openings for the number of children who want to attend Early Childhood, especially those from priority populations (reasonable effort). 

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18A: Percentage of programs that have a funding mechanism for allocating funds to be spent on identified needs for children, families, and workforce members from focal populations.

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18A: Percentage of programs that have a funding mechanism for allocating funds to be spent on identified needs for children, families, and workforce members from focal populations.

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Q1. Does existing supply meet the needs of families from priority populations? 

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Q1. Does existing supply meet the needs of families from priority populations? 

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1C: Percentage of program sites that meet Quality Rating and Improvement Systems (QRIS) state benchmarks of quality (supports child’s development).

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1C: Percentage of program sites that meet Quality Rating and Improvement Systems (QRIS) state benchmarks of quality (supports child’s development).

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11A: Percentage of children from priority populations who are screened for developmental supports.

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11A: Percentage of children from priority populations who are screened for developmental supports.

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11B: Percentage of children from priority populations who have an identified need for developmental supports.

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11B: Percentage of children from priority populations who have an identified need for developmental supports.

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11C: Percentage of children from priority populations with identified developmental needs who are connected to services.

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11C: Percentage of children from priority populations with identified developmental needs who are connected to services.

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Q16. Are children from priority populations reaching developmental and learning milestones when transitioning to kindergarten?

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Q16. Are children from priority populations reaching developmental and learning milestones when transitioning to kindergarten?

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16A: Percentage of children from priority populations meeting benchmarks across all developmental domains (language/literacy; cognition; social emotional development; approaches to learning; and physical development).

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16A: Percentage of children from priority populations meeting benchmarks across all developmental domains (language/literacy; cognition; social emotional development; approaches to learning; and physical development).

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Q18.  Are there funding mechanisms to support equitable experiences for children, families, and workforce members?

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Q18.  Are there funding mechanisms to support equitable experiences for children, families, and workforce members?

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1B: Percentage of children from priority populations enrolled in a program whose care is subsidized (affordability).

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1B: Percentage of children from priority populations enrolled in a program whose care is subsidized (affordability).

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IT, Pre, Children with Special Needs, Linguistic.

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of these priority populations, what is the overall % or number of children that are identifying in these categories. unduplicated or duplicated #s. Also, how do they compare to general population of B-5 children.

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Will we be able to disaggregate data of priority populations to determine urban or rural setting and/or child care deserts

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ISBE has been learning about child care deserts and there has been a lot of learning but a comprehensive approach is needed. such as adding in head start/early head start slots; what is the approach to update the child care desert data set and overlay with priority populations/

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regarding developmental milestones; illinois has different data tools, assessments, and curriculum, what will be the guiding star on how to measure? We need to think beyond KIDS data