325 ILCS 3/1-1
(325 ILCS 3/1-1) Sec. 1-1. Short title. This Act may be cited as the Department of Early Childhood Act. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3
325 ILCS 3
in effect325 ILCS 3/1-5 Findings
(325 ILCS 3/1-5) Sec. 1-5. Findings. The General Assembly finds that: (1) There are over 875,000 children under the age of 5 in Illinois, nearly half of whom are under the age of 3. At birth, a baby's brain is 25% the size of an adult's brain. Yet, an infant's brain has roughly 86 billion neurons, almost all the neurons the human brain will ever have. (2) From 3 to 15 months, neuron connections form at a rate of 40,000 per second. By age 3, synaptic connections have grown to 100 trillion. Ages 3 to 5 are critical years to build executive function skills like focusing attention, remembering instructions, and demonstrating self-control. Without these skills, children are not fully equipped to learn when they enter kindergarten. By age 5, 90% of brain development is complete. (3) Prenatal programs improve the regular care of birthing parents, reduce the risk of infant low birth weight and mortality, and increase regular child wellness visits, screenings, and immunizations. (4) Early childhood education and care not only improve school readiness and literacy, but also improve cognitive development for future success in life, school, and the workforce. (5) Research shows that for every dollar invested in high-quality early childhood education and care, society gains over $7 in economic returns in the long-term. (6) Supporting children means supporting their parents and families. The early childhood education and care industry is the workforce behind all other workforces. High-quality child care enables parents and families to consistently work and earn an income to support their children. Research also shows that early childhood education and care programs can reduce parental stress and improve family well-being. (7) Investing in early childhood education and care is in the interest of all residents and will make Illinois the best state in the nation to raise young children. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/1-10 Purpose
(325 ILCS 3/1-10) Sec. 1-10. Purpose. It is the purpose of this Act to provide for the creation of the Department of Early Childhood and to transfer to it certain rights, powers, duties, and functions currently exercised by various agencies of State Government. The Department of Early Childhood shall be the lead State agency for administering and providing early childhood education and care programs and services to children and families. This Act centralizes home-visiting services, early intervention services, preschool services, child care services, licensing for day care centers, day care homes, and group day care homes, and other early childhood education and care programs and administrative functions historically managed by the Illinois State Board of Education, the Illinois Department of Human Services, and the Illinois Department of Children and Family Services. Centralizing early childhood functions into a single State agency is intended to simplify the process for parents and caregivers to identify and enroll children in early childhood services, to create new, equity-driven statewide systems, to streamline administrative functions for providers, and to improve kindergarten readiness for children. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/1-11
(325 ILCS 3/1-11) Sec. 1-11. Rights; privileges; protections. Notwithstanding any provision of law to the contrary, any rights, privileges, or protections afforded to students in early childhood education and care programs, including undocumented students, under the School Code or any other provision of law shall not terminate upon the effective date of this Act. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/1-15 Definitions
(325 ILCS 3/1-15) Sec. 1-15. Definitions. As used in this Act, unless the context otherwise requires: "Department" means the Department of Early Childhood. "Secretary" means the Secretary of Early Childhood. "Transferring agency" means the Department of Human Services, Department of Children and Family Services, and the State Board of Education. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/1-20 Department; Secretary; organization
(325 ILCS 3/1-20) Sec. 1-20. Department; Secretary; organization. (a) The Department of Early Childhood is created and shall begin operation on July 1, 2024. (b) The head officer of the Department is the Secretary. The Secretary shall be appointed by the Governor, with the advice and consent of the Senate. The initial term of the Secretary shall run from the date of appointment until January 18, 2027, and until a successor has been appointed and qualified. Thereafter, the Secretary's term shall be as provided in Section 5-610 of the Civil Administrative Code of Illinois. The Department may employ or retain other persons to assist in the discharge of its functions, subject to the Personnel Code. (c) The Governor may, with the advice and consent of the Senate, appoint an appropriate number of persons to serve as Assistant Secretaries to head the major programmatic divisions of the Department. Assistant Secretaries shall not be subject to the Personnel Code. (d) The Secretary shall create divisions and administrative units within the Department and shall assign functions, powers, duties, and personnel as may now or in the future be required by State or federal law. The Secretary may create other divisions and administrative units and may assign other functions, powers, duties, and personnel as may be necessary or desirable to carry out the functions and responsibilities vested by law in the Department. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/1-30
(325 ILCS 3/1-30) (Text of Section before amendment by P.A. 104-354) Sec. 1-30. General powers and duties. (a) The Department shall exercise the rights, powers, duties, and functions provided by law, including, but not limited to, the rights, powers, duties, and functions transferred to the Department. (b) The Department may employ personnel (in accordance with the Personnel Code and any applicable collective bargaining agreements), provide facilities, contract for goods and services, and adopt rules as necessary to carry out its functions and purposes, all in accordance with applicable State and federal law. The Department may establish such subdivisions of the Department as shall be desirable and assign to the various subdivisions the responsibilities and duties placed upon the Department by the Laws of the State of Illinois. The Department shall adopt, as necessary, rules for the execution of its powers. The provisions of the Illinois Administrative Procedure Act are hereby expressly adopted and shall apply to all administrative rules and procedures of the Department under this Act, except that Section 5-35 of the Illinois Administrative Procedure Act relating to procedures for rulemaking does not apply to the adoption of any rule required by federal law in connection with which the Department is precluded by law from exercising any discretion. (c) Procurements necessary for the Department of Early Childhood to implement this Act are subject to the Illinois Procurement Code, except as otherwise provided in paragraph (25) of subsection (b) of Section 1-10 of that Code. The Department of Early Childhood is subject to the Business Enterprise for Minorities, Women, and Persons with Disabilities Act. (Source: P.A. 103-594, eff. 6-25-24.) (Text of Section after amendment by P.A. 104-354) Sec. 1-30. General powers and duties. (a) The Department shall exercise the rights, powers, duties, and functions provided by law, including, but not limited to, the rights, powers, duties, and functions transferred to the Department. (a-5) The Department shall establish an Early Childhood Integrated Data System (ECIDS) to make equity driven, inclusive, and data-informed decisions that create a simpler, better, and fairer system for all Illinois children and families. The ECIDS shall be designed and maintained to allow for data integration and sharing with other State agencies and other entities that maintain State data within the State early childhood ecosystem as needed for cross-agency collaboration and to the extent permitted by State and federal requirements. The Department shall develop public analytic portals and query tools for parents and communities to access aggregated integrated data from the ECIDS system to the extent permitted by State and federal confidentiality requirements. (b) The Department may employ personnel (in accordance with the Personnel Code and any applicable collective bargaining agreements), provide facilities, contract for goods and services, and adopt rules as necessary to carry out its functions and purposes, all in accordance with applicable State and federal law. The Department may establish such subdivisions of the Department as shall be desirable and assign to the various subdivisions the responsibilities and duties placed upon the Department by the Laws of the State of Illinois. The Department shall adopt, as necessary, rules for the execution of its powers. The provisions of the Illinois Administrative Procedure Act are hereby expressly adopted and shall apply to all administrative rules and procedures of the Department under this Act, except that Section 5-35 of the Illinois Administrative Procedure Act relating to procedures for rulemaking does not apply to the adoption of any rule required by federal law in connection with which the Department is precluded by law from exercising any discretion. (c) Procurements necessary for the Department of Early Childhood to implement this Act are subject to the Illinois Procurement Code, except as otherwise provided in paragraph (25) of subsection (b) of Section 1-10 of that Code. The Department of Early Childhood is subject to the Business Enterprise for Minorities, Women, and Persons with Disabilities Act. (Source: P.A. 103-594, eff. 6-25-24; 104-354, eff. 1-1-26.)
325 ILCS 3/1-35
(325 ILCS 3/1-35) Sec. 1-35. Advisory body. By July 1, 2026, the Department shall create or designate an advisory body to counsel the Department on an ongoing basis, ensuring the Department functions with transparency, operates with a commitment to centering racial equity and to meaningful inclusion of parent, early childhood service provider, and other public stakeholder engagement, feedback, and counsel, including the creation of committees or working groups, and devotes appropriate attention to data collection and timely public reporting. This advisory body's membership shall include representation from both public and private organizations, and its membership shall reflect the regional, racial, socioeconomic, and cultural diversity of the State to ensure representation of the needs of all Illinois children and families. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/10-5
(325 ILCS 3/10-5) Sec. 10-5. Transition planning. Beginning July 1, 2024, the Department of Early Childhood and the Department of Human Services shall collaborate and plan for the transition of administrative responsibilities as prescribed in the Early Intervention Services System Act. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/10-10
(325 ILCS 3/10-10) Sec. 10-10. Legislative findings and policy. (a) The General Assembly finds that there is an urgent and substantial need to: (1) enhance the development of all eligible infants and toddlers in the State of Illinois in order to minimize developmental delay and maximize individual potential for adult independence; (2) enhance the capacity of families to meet the special needs of eligible infants and toddlers including the purchase of services when necessary; (3) reduce educational costs by minimizing the need for special education and related services when eligible infants and toddlers reach school age; (4) enhance the independence, productivity and integration with age-appropriate peers of eligible children and their families; (5) reduce social services costs and minimize the need for institutionalization; and (6) prevent secondary impairments and disabilities by improving the health of infants and toddlers, thereby reducing health costs for the families and the State. (b) The General Assembly therefore intends that the policy of this State shall be to: (1) affirm the importance of the family in all areas of the child's development and reinforce the role of the family as a participant in the decision-making processes regarding their child; (2) provide assistance and support to eligible infants and toddlers and their families to address the individual concerns and decisions of each family; (3) develop and implement, on a statewide basis, locally based comprehensive, coordinated, interdisciplinary, interagency early intervention services for all eligible infants and toddlers; (4) enhance the local communities' capacity to provide an array of quality early intervention services; (5) identify and coordinate all available resources for early intervention within the State including those from federal, State, local and private sources; (6) provide financial and technical assistance to local communities for the purposes of coordinating early intervention services in local communities and enhancing the communities' capacity to provide individualized early intervention services to all eligible infants and toddlers in their homes or in community environments; and (7) affirm that eligible infants and toddlers have a right to receive early intervention services to the maximum extent appropriate, in natural environments in which infants and toddlers without disabilities would participate. (c) The General Assembly further finds that early intervention services are cost-effective and effectively serve the developmental needs of eligible infants and toddlers and their families. Therefore, the purpose of this Act is to provide a comprehensive, coordinated, interagency, interdisciplinary early intervention services system for eligible infants and toddlers and their families by enhancing the capacity to provide quality early intervention services, expanding and improving existing services, and facilitating coordination of payments for early intervention services from various public and private sources. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/10-15 Definitions
(325 ILCS 3/10-15) (Text of Section before amendment by P.A. 104-692) Sec. 10-15. Definitions. As used in this Act: (a) "Eligible infants and toddlers" means infants and toddlers under 36 months of age with any of the following conditions: (1) Developmental delays. (2) A physical or mental condition which typically results in developmental delay. (3) Being at risk of having substantial developmental delays based on informed clinical opinion. (4) Either (A) having entered the program under any of the circumstances listed in paragraphs (1) through (3) of this subsection but no longer meeting the current eligibility criteria under those paragraphs, and continuing to have any measurable delay, or (B) not having attained a level of development in each area, including (i) cognitive, (ii) physical (including vision and hearing), (iii) language, speech, and communication, (iv) social or emotional, or (v) adaptive, that is at least at the mean of the child's age equivalent peers; and, in addition to either item (A) or item (B), (C) having been determined by the multidisciplinary individualized family service plan team to require the continuation of early intervention services in order to support continuing developmental progress, pursuant to the child's needs and provided in an appropriate developmental manner. The type, frequency, and intensity of services shall differ from the initial individualized family services plan because of the child's developmental progress, and may consist of only service coordination, evaluation, and assessments. "Eligible infants and toddlers" includes any child under the age of 3 who is the subject of a substantiated case of child abuse or neglect as defined in the federal Child Abuse Prevention and Treatment Act. (b) "Developmental delay" means a delay in one or more of the following areas of childhood development as measured by appropriate diagnostic instruments and standard procedures: cognitive; physical, including vision and hearing; language, speech and communication; social or emotional; or adaptive. The term means a delay of 30% or more below the mean in function in one or more of those areas. (c) "Physical or mental condition which typically results in developmental delay" means: (1) a diagnosed medical disorder or exposure to a toxic substance bearing a relatively well known expectancy for developmental outcomes within varying ranges of developmental disabilities; or (2) a history of prenatal, perinatal, neonatal or early developmental events suggestive of biological insults to the developing central nervous system and which either singly or collectively increase the probability of developing a disability or delay based on a medical history. (d) "Informed clinical opinion" means both clinical observations and parental participation to determine eligibility by a consensus of a multidisciplinary team of 2 or more members based on their professional experience and expertise. (e) "Early intervention services" means services which: (1) are designed to meet the developmental needs of each child eligible under this Act and the needs of his or her family; (2) are selected in collaboration with the child's family; (3) are provided under public supervision; (4) are provided at no cost except where a schedule of sliding scale fees or other system of payments by families has been adopted in accordance with State and federal law; (5) are designed to meet an infant's or toddler's developmental needs in any of the following areas: (A) physical development, including vision and hearing, (B) cognitive development, (C) communication development, (D) social or emotional development, or (E) adaptive development; (6) meet the standards of the State, including the requirements of this Act; (7) include one or more of the following: (A) family training, (B) social work services, including counseling, and home visits, (C) special instruction, (D) speech, language pathology and audiology, (E) occupational therapy, (F) physical therapy, (G) psychological services, (H) service coordination services, (I) medical services only for diagnostic or evaluation purposes, (J) early identification, screening, and assessment services, (K) health services specified by the lead agency as necessary to enable the infant or toddler to benefit from the other early intervention services, (L) vision services, (M) transportation, (N) assistive technology devices and services, (O) nursing services, (P) nutrition services, and (Q) sign language and cued language services; (8) are provided by qualified personnel, including but not limited to: (A) child development specialists or special educators, including teachers of children with hearing impairments (including deafness) and teachers of children with vision impairments (including blindness), (B) speech and language pathologists and audiologists, (C) occupational therapists, (D) physical therapists, (E) social workers, (F) nurses, (G) dietitian nutritionists, (H) vision specialists, including ophthalmologists and optometrists, (I) psychologists, and (J) physicians; (9) are provided in conformity with an Individualized Family Service Plan; (10) are provided throughout the year; and (11) are provided in natural environments, to the maximum extent appropriate, which may include the home and community settings, unless justification is provided consistent with federal regulations adopted under Sections 1431 through 1444 of Title 20 of the United States Code. (f) "Individualized Family Service Plan" or "Plan" means a written plan for providing early intervention services to a child eligible under this Act and the child's family, as set forth in Section 10-65. (g) "Local interagency agreement" means an agreement entered into by local community and State and regional agencies receiving early intervention funds directly from the State and made in accordance with State interagency agreements providing for the delivery of early intervention services within a local community area. (h) "Council" means the Illinois Interagency Council on Early Intervention established under Section 10-30. (i) "Lead agency" means the State agency responsible for administering this Act and receiving and disbursing public funds received in accordance with State and federal law and rules. (i-5) "Central billing office" means the central billing office created by the lead agency under Section 10-75. (j) "Child find" means a service which identifies eligible infants and toddlers. (k) "Regional intake entity" means the lead agency's designated entity responsible for implementation of the Early Intervention Services System within its designated geographic area. (l) "Early intervention provider" means an individual who is qualified, as defined by the lead agency, to provide one or more types of early intervention services, and who has enrolled as a provider in the early intervention program. (m) "Fully credentialed early intervention provider" means an individual who has met the standards in the State applicable to the relevant profession, and has met such other qualifications as the lead agency has determined are suitable for personnel providing early intervention services, including pediatric experience, education, and continuing education. The lead agency shall establish these qualifications by rule filed no later than 180 days after the effective date of this Act. (n) "Telehealth" has the meaning given to that term in Section 5 of the Telehealth Act. (o) "Department" means Department of Early Childhood unless otherwise specified. (Source: P.A. 103-594, eff. 6-25-24.) (Text of Section after amendment by P.A. 104-692) Sec. 10-15. Definitions. As used in this Act: (a) "Eligible infants and toddlers" means infants and toddlers under 36 months of age with any of the following conditions: (1) Developmental delays. (2) A physical or mental condition which typically results in developmental delay. (3) Being at risk of having substantial developmental delays based on informed clinical opinion. (4) Either (A) having entered the program under any of the circumstances listed in paragraphs (1) through (3) of this subsection but no longer meeting the current eligibility criteria under those paragraphs, and continuing to have any measurable delay, or (B) not having attained a level of development in each area, including (i) cognitive, (ii) physical (including vision and hearing), (iii) language, speech, and communication, (iv) social or emotional, or (v) adaptive, that is at least at the mean of the child's age equivalent peers; and, in addition to either item (A) or item (B), (C) having been determined by the multidisciplinary individualized family service plan team to require the continuation of early intervention services in order to support continuing developmental progress, pursuant to the child's needs and provided in an appropriate developmental manner. The type, frequency, and intensity of services shall differ from the initial individualized family services plan because of the child's developmental progress, and may consist of only service coordination, evaluation, and assessments. "Eligible infants and toddlers" includes any child under the age of 3 who is the subject of a substantiated case of child abuse or neglect as defined in the federal Child Abuse Prevention and Treatment Act. (b) "Developmental delay" means a delay in one or more of the following areas of childhood development as measured by appropriate diagnostic instruments and standard procedures: cognitive; physical, including vision and hearing; language, speech and communication; social or emotional; or adaptive. The term means a delay of 30% or more below the mean in function in one or more of those areas. (c) "Physical or mental condition which typically results in developmental delay" means: (1) a diagnosed medical disorder or exposure to a toxic substance bearing a relatively well known expectancy for developmental outcomes within varying ranges of developmental disabilities; or (2) a history of prenatal, perinatal, neonatal or early developmental events suggestive of biological insults to the developing central nervous system and which either singly or collectively increase the probability of developing a disability or delay based on a medical history. (d) "Informed clinical opinion" means both clinical observations and parental participation to determine eligibility by a consensus of a multidisciplinary team of 2 or more members based on their professional experience and expertise. (e) "Early intervention services" means services which: (1) are designed to meet the developmental needs of each child eligible under this Act and the needs of his or her family; (2) are selected in collaboration with the child's family; (3) are provided under public supervision; (4) are provided at no cost except where a schedule of sliding scale fees or other system of payments by families has been adopted in accordance with State and federal law; (5) are designed to meet an infant's or toddler's developmental needs in any of the following areas: (A) physical development, including vision and hearing, (B) cognitive development, (C) communication development, (D) social or emotional development, or (E) adaptive development; (6) meet the standards of the State, including the requirements of this Act; (7) include one or more of the following: (A) family training, (B) social work services, including counseling, and home visits, (C) special instruction, (D) speech, language pathology and audiology, (E) occupational therapy, (F) physical therapy, (G) psychological services, (H) service coordination services, (I) medical services only for diagnostic or evaluation purposes, (J) early identification, screening, and assessment services, (K) health services specified by the lead agency as necessary to enable the infant or toddler to benefit from the other early intervention services, (L) vision services, (M) transportation, (N) assistive technology devices and services, (O) nursing services, (P) nutrition services, and (Q) sign language and cued language services; (8) are provided by qualified personnel, including but not limited to: (A) child development specialists or special educators, including teachers of children with hearing impairments (including deafness) and teachers of children with vision impairments (including blindness), (B) speech and language pathologists and audiologists, (C) occupational therapists, (D) physical therapists, (E) social workers, (F) nurses, (G) dietitian nutritionists, (H) vision specialists, including ophthalmologists and optometrists, (I) psychologists, and (J) physicians; (9) are provided in conformity with an Individualized Family Service Plan; (10) are provided throughout the year; and (11) are provided in natural environments, to the maximum extent appropriate, which may include the home and community settings, unless justification is provided consistent with federal regulations adopted under Sections 1431 through 1444 of Title 20 of the United States Code. (f) "Individualized Family Service Plan" or "Plan" means a written plan for providing early intervention services to a child eligible under this Act and the child's family, as set forth in Section 10-65. (g) "Local interagency agreement" means an agreement entered into by local community and State and regional agencies receiving early intervention funds directly from the State and made in accordance with State interagency agreements providing for the delivery of early intervention services within a local community area. (h) "Council" means the Illinois Interagency Council on Early Intervention established under Section 10-30. (i) "Lead agency" means the Department of Early Childhood which is the State agency responsible for administering this Act and receiving and disbursing public funds received in accordance with State and federal law and rules. (i-5) "Central billing office" means the central billing office created by the lead agency under Section 10-75. (j) "Child find" means a service which identifies eligible infants and toddlers. (k) "Regional intake entity" means the lead agency's designated entity responsible for implementation of the Early Intervention Services System within its designated geographic area. (l) "Early intervention provider" means an individual who is qualified, as defined by the lead agency, to provide one or more types of early intervention services, and who has enrolled as a provider in the early intervention program. (m) "Fully credentialed early intervention provider" means an individual who has met the standards in the State applicable to the relevant profession, and has met such other qualifications as the lead agency has determined are suitable for personnel providing early intervention services, including pediatric experience, education, and continuing education. The lead agency shall establish these qualifications by rule filed no later than 180 days after the effective date of this Act. (n) "Telehealth" has the meaning given to that term in Section 5 of the Telehealth Act. (o) "Department" means Department of Early Childhood unless otherwise specified. (Source: P.A. 103-594, eff. 6-25-24; 104-692, eff. 7-1-27.)
325 ILCS 3/10-25
(325 ILCS 3/10-25) Sec. 10-25. Services delivered by telehealth. An early intervention provider may deliver via telehealth any type of early intervention service outlined in subsection (e) of Section 10-15 to the extent of the early intervention provider's scope of practice as established in the provider's respective licensing Act consistent with the standards of care for in-person services. This Section shall not be construed to alter the scope of practice of any early intervention provider or authorize the delivery of early intervention services in a setting or in a manner not otherwise authorized by the laws of this State. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/10-30 Illinois Interagency Council on Early Intervention
(325 ILCS 3/10-30) (Text of Section before amendment by P.A. 104-742) Sec. 10-30. Illinois Interagency Council on Early Intervention. (a) There is established the Illinois Interagency Council on Early Intervention. The Council shall be composed of at least 20 but not more than 30 members. The members of the Council and the designated chairperson of the Council shall be appointed by the Governor. The Council member representing the lead agency may not serve as chairperson of the Council. On and after July 1, 2026, the Council shall be composed of the following members: (1) The Secretary of Early Childhood (or the Secretary's designee) and 2 additional representatives of the Department of Early Childhood designated by the Secretary, plus the Directors (or their designees) of the following State agencies involved in the provision of or payment for early intervention services to eligible infants and toddlers and their families: (A) Department of Insurance; and (B) Department of Healthcare and Family Services. (2) Other members as follows: (A) At least 20% of the members of the Council shall be parents, including minority parents, of infants or toddlers with disabilities or children with disabilities aged 12 or younger, with knowledge of, or experience with, programs for infants and toddlers with disabilities. At least one such member shall be a parent of an infant or toddler with a disability or a child with a disability aged 6 or younger; (B) At least 20% of the members of the Council shall be public or private providers of early intervention services; (C) One member shall be a representative of the General Assembly; (D) One member shall be involved in the preparation of professional personnel to serve infants and toddlers similar to those eligible for services under this Act; (E) Two members shall be from advocacy organizations with expertise in improving health, development, and educational outcomes for infants and toddlers with disabilities; (F) One member shall be a Child and Family Connections manager from a rural district; (G) One member shall be a Child and Family Connections manager from an urban district; (H) One member shall be the co-chair of the Illinois Early Learning Council (or their designee); and (I) Members representing the following agencies or entities: the Department of Human Services; the State Board of Education; the Department of Public Health; the Department of Children and Family Services; the University of Illinois Division of Specialized Care for Children; the Illinois Council on Developmental Disabilities; Head Start or Early Head Start; and the Department of Human Services' Division of Mental Health. A member may represent one or more of the listed agencies or entities. The Council shall meet at least quarterly and in such places as it deems necessary. The Council shall be a continuation of the Council that was created under Section 4 of the Early Intervention Services System Act and that is repealed on July 1, 2026 by Section 20.1 of the Early Intervention Services System Act. Members serving on June 30, 2026 who have served more than 2 consecutive terms shall continue to serve on the Council on and after July 1, 2026. Once appointed, members shall continue to serve until their successors are appointed. Successors appointed under paragraph (2) shall serve 3-year terms. No member shall be appointed to serve more than 2 consecutive terms. Council members shall serve without compensation but shall be reimbursed for reasonable costs incurred in the performance of their duties, including costs related to child care, and parents may be paid a stipend in accordance with applicable requirements. The Council shall prepare and approve a budget using funds appropriated for the purpose to hire staff, and obtain the services of such professional, technical, and clerical personnel as may be necessary to carry out its functions under this Act. This funding support and staff shall be directed by the lead agency. (b) The Council shall: (1) advise and assist the lead agency in the performance of its responsibilities including but not limited to the identification of sources of fiscal and other support services for early intervention programs, and the promotion of interagency agreements which assign financial responsibility to the appropriate agencies; (2) advise and assist the lead agency in the preparation of applications and amendments to applications; (3) review and advise on relevant rules and standards proposed by the related State agencies; (4) advise and assist the lead agency in the development, implementation and evaluation of the comprehensive early intervention services system; (4.5) coordinate and collaborate with State interagency early learning initiatives, as appropriate; and (5) prepare and submit an annual report to the Governor and to the General Assembly on the status of early intervention programs for eligible infants and toddlers and their families in Illinois. The annual report shall include (i) the estimated number of eligible infants and toddlers in this State, (ii) the number of eligible infants and toddlers who have received services under this Act and the cost of providing those services, and (iii) the estimated cost of providing services under this Act to all eligible infants and toddlers in this State. The report shall be posted by the lead agency on the early intervention website as required under paragraph (f) of Section 10-35 of this Act. No member of the Council shall cast a vote on or participate substantially in any matter which would provide a direct financial benefit to that member or otherwise give the appearance of a conflict of interest under State law. All provisions and reporting requirements of the Illinois Governmental Ethics Act shall apply to Council members. (Source: P.A. 103-594, eff. 6-25-24.) (Text of Section after amendment by P.A. 104-742) Sec. 10-30. Illinois Interagency Council on Early Intervention. (a) There is established the Illinois Interagency Council on Early Intervention. The Council shall be composed of at least 20 but not more than 30 members. The members of the Council and the designated chairperson of the Council shall be appointed by the Governor. The Council member representing the lead agency may not serve as chairperson of the Council. On and after July 1, 2026, the Council shall be composed of the following members: (1) The Secretary of Early Childhood (or the Secretary's designee) and 2 additional representatives of the Department of Early Childhood designated by the Secretary, plus the Directors (or their designees) of the following State agencies involved in the provision of or payment for early intervention services to eligible infants and toddlers and their families: (A) Department of Insurance; and (B) Department of Healthcare and Family Services. (2) Other members as follows: (A) At least 20% of the members of the Council shall be parents, including minority parents, of infants or toddlers with disabilities or children with disabilities aged 12 or younger, with knowledge of, or experience with, programs for infants and toddlers with disabilities. At least one such member shall be a parent of an infant or toddler with a disability or a child with a disability aged 6 or younger; (B) At least 20% of the members of the Council shall be public or private providers of early intervention services; (C) One member shall be a representative of the General Assembly; (D) One member shall be involved in the preparation of professional personnel to serve infants and toddlers similar to those eligible for services under this Act; (E) Two members shall be from advocacy organizations with expertise in improving health, development, and educational outcomes for infants and toddlers with disabilities; (F) One member shall be a Child and Family Connections manager from a rural district; (G) One member shall be a Child and Family Connections manager from an urban district; (H) One member shall be the co-chair of the Illinois Early Learning Council (or their designee); and (I) Members representing the following agencies or entities: the Department of Human Services; the State Board of Education; the Department of Public Health; the Department of Children and Family Services; the University of Illinois Division of Specialized Care for Children; the Illinois Council on Developmental Disabilities; Head Start or Early Head Start; and the Department of Human Services' Division of Behavioral Health and Recovery. A member may represent one or more of the listed agencies or entities. The Council shall meet at least quarterly and in such places as it deems necessary. The Council shall be a continuation of the Council that was created under Section 4 of the Early Intervention Services System Act and that is repealed on July 1, 2026 by Section 20.1 of the Early Intervention Services System Act. Members serving on June 30, 2026 who have served more than 2 consecutive terms shall continue to serve on the Council on and after July 1, 2026. Once appointed, members shall continue to serve until their successors are appointed. Successors appointed under paragraph (2) shall serve 3-year terms. No member shall be appointed to serve more than 2 consecutive terms. Council members shall serve without compensation but shall be reimbursed for reasonable costs incurred in the performance of their duties, including costs related to child care, and parents may be paid a stipend in accordance with applicable requirements. The Council shall prepare and approve a budget using funds appropriated for the purpose to hire staff, and obtain the services of such professional, technical, and clerical personnel as may be necessary to carry out its functions under this Act. This funding support and staff shall be directed by the lead agency. (b) The Council shall: (1) advise and assist the lead agency in the performance of its responsibilities including but not limited to the identification of sources of fiscal and other support services for early intervention programs, and the promotion of interagency agreements which assign financial responsibility to the appropriate agencies; (2) advise and assist the lead agency in the preparation of applications and amendments to applications; (3) review and advise on relevant rules and standards proposed by the related State agencies; (4) advise and assist the lead agency in the development, implementation and evaluation of the comprehensive early intervention services system; (4.5) coordinate and collaborate with State interagency early learning initiatives, as appropriate; and (5) prepare and submit an annual report to the Governor and to the General Assembly on the status of early intervention programs for eligible infants and toddlers and their families in Illinois. The annual report shall include (i) the estimated number of eligible infants and toddlers in this State, (ii) the number of eligible infants and toddlers who have received services under this Act and the cost of providing those services, and (iii) the estimated cost of providing services under this Act to all eligible infants and toddlers in this State. The report shall be posted by the lead agency on the early intervention website as required under paragraph (f) of Section 10-35 of this Act. No member of the Council shall cast a vote on or participate substantially in any matter which would provide a direct financial benefit to that member or otherwise give the appearance of a conflict of interest under State law. All provisions and reporting requirements of the Illinois Governmental Ethics Act shall apply to Council members. (Source: P.A. 103-594, eff. 6-25-24; 104-742, eff. 1-1-27.)
325 ILCS 3/10-35
(325 ILCS 3/10-35) Sec. 10-35. Lead agency. Through June 30, 2026, the Department of Human Services is designated the lead agency and shall provide leadership in establishing and implementing the coordinated, comprehensive, interagency and interdisciplinary system of early intervention services. On and after July 1, 2026, the Department of Early Childhood is designated the lead agency and shall provide leadership in establishing and implementing the coordinated, comprehensive, interagency and interdisciplinary system of early intervention services. The lead agency shall not have the sole responsibility for providing these services. Each participating State agency shall continue to coordinate those early intervention services relating to health, social service and education provided under this authority. The lead agency is responsible for carrying out the following: (a) The general administration, supervision, and monitoring of programs and activities receiving assistance under Section 673 of the Individuals with Disabilities Education Act (20 United States Code 1473). (b) The identification and coordination of all available resources within the State from federal, State, local and private sources. (c) The development of procedures to ensure that services are provided to eligible infants and toddlers and their families in a timely manner pending the resolution of any disputes among public agencies or service providers. (d) The resolution of intra-agency and interagency regulatory and procedural disputes. (e) The development and implementation of formal interagency agreements, and the entry into such agreements, between the lead agency and (i) the Department of Healthcare and Family Services, (ii) the University of Illinois Division of Specialized Care for Children, and (iii) other relevant State agencies that: (1) define the financial responsibility of each agency for paying for early intervention services (consistent with existing State and federal law and rules, including the requirement that early intervention funds be used as the payor of last resort), a hierarchical order of payment as among the agencies for early intervention services that are covered under or may be paid by programs in other agencies, and procedures for direct billing, collecting reimbursements for payments made, and resolving service and payment disputes; and (2) include all additional components necessary to ensure meaningful cooperation and coordination. By January 31, 2027, interagency agreements under this paragraph (e) must be reviewed and revised to implement the purposes of this Act. (f) The maintenance of an early intervention website. The lead agency shall post and keep posted on this website the following: (i) the current annual report required under subdivision (b)(5) of Section 10-30 of this Act, and the annual reports of the prior 3 years, (ii) the most recent Illinois application for funds prepared under Section 637 of the Individuals with Disabilities Education Act filed with the United States Department of Education, (iii) proposed modifications of the application prepared for public comment, (iv) notice of Council meetings, Council agendas, and minutes of its proceedings for at least the previous year, (v) proposed and final early intervention rules, and (vi) all reports created for dissemination to the public that are related to the early intervention program, including reports prepared at the request of the Council and the General Assembly. Each such document shall be posted on the website within 3 working days after the document's completion. (g) Before adopting any new policy or procedure (including any revisions to an existing policy or procedure) needed to comply with Part C of the Individuals with Disabilities Education Act, the lead agency must hold public hearings on the new policy or procedure, provide notice of the hearings at least 30 days before the hearings are conducted to enable public participation, and provide an opportunity for the general public, including individuals with disabilities and parents of infants and toddlers with disabilities, early intervention providers, and members of the Council to comment for at least 30 days on the new policy or procedure needed to comply with Part C of the Individuals with Disabilities Education Act and with 34 CFR Part 300 and Part 303. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/10-40
(325 ILCS 3/10-40) Sec. 10-40. Local structure and interagency councils. The lead agency, in conjunction with the Council and as defined by administrative rule, shall define local service areas and define the geographic boundaries of each so that all areas of the State are included in a local service area but no area of the State is included in more than one service area. In each local service area, the lead agency shall designate a regional entity responsible for the assessment of eligibility and services and a local interagency council responsible for coordination and design of child find and public awareness. The regional entity shall be responsible for staffing the local council, carrying out child find and public awareness activities, and providing advocacy for eligible families within the given geographic area. The regional entity is the prime contractor responsible to the lead agency for implementation of this Act. The lead agency, in conjunction with the Council, shall create local interagency councils. Members of each local interagency council shall include, but not be limited to, the following: parents; representatives from coordination and advocacy service providers; local education agencies; other local public and private service providers; representatives from State agencies at the local level; and others deemed necessary by the local council. Local interagency councils shall: (a) assist in the development of collaborative agreements between local service providers, diagnostic and other agencies providing additional services to the child and family; (b) assist in conducting local needs assessments and planning efforts; (c) identify and resolve local access issues; (d) conduct collaborative child find activities; (e) coordinate public awareness initiatives; (f) coordinate local planning and evaluation; (g) assist in the recruitment of specialty personnel; (h) develop plans for facilitating transition and integration of eligible children and families into the community; (i) facilitate conflict resolution at the local level; and (j) report annually to the Council. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/10-45
(325 ILCS 3/10-45) Sec. 10-45. Essential components of the statewide service system. As required by federal laws and regulations, a statewide system of coordinated, comprehensive, interagency and interdisciplinary programs shall be established and maintained. The framework of the statewide system shall be based on the components set forth in this Section. This framework shall be used for planning, implementation, coordination and evaluation of the statewide system of locally based early intervention services. The statewide system shall include, at a minimum: (a) a definition of the term "developmentally delayed", in accordance with the definition in Section 10-15, that will be used in Illinois in carrying out programs under this Act; (b) timetables for ensuring that appropriate early intervention services, based on scientifically based research, to the extent practicable, will be available to all eligible infants and toddlers in this State after the effective date of this Act; (c) a timely, comprehensive, multidisciplinary evaluation of each potentially eligible infant and toddler in this State, unless the child meets the definition of eligibility based upon his or her medical and other records; for a child determined eligible, a multidisciplinary assessment of the unique strengths and needs of that infant or toddler and the identification of services appropriate to meet those needs and a family-directed assessment of the resources, priorities, and concerns of the family and the identification of supports and services necessary to enhance the family's capacity to meet the developmental needs of that infant or toddler; (d) for each eligible infant and toddler, an Individualized Family Service Plan, including service coordination (case management) services; (e) a comprehensive child find system, consistent with Part B of the Individuals with Disabilities Education Act (20 United States Code 1411 through 1420 and as set forth in 34 CFR 300.115), which includes timelines and provides for participation by primary referral sources; (f) a public awareness program focusing on early identification of eligible infants and toddlers, with a special focus on the early identification of infants who automatically qualify for early intervention services, including, but not limited to, those who qualify on account of having a birth weight less than 1,000 grams; (g) a central directory which includes public and private early intervention services, resources, and experts available in this State, professional and other groups (including parent support groups and training and information centers) that provide assistance to infants and toddlers with disabilities who are eligible for early intervention programs assisted under Part C of the Individuals with Disabilities Education Act and their families, and research and demonstration projects being conducted in this State relating to infants and toddlers with disabilities; (h) a comprehensive system of personnel development; (i) a policy pertaining to the contracting or making of other arrangements with public and private service providers to provide early intervention services in this State, consistent with the provisions of this Act, including the contents of the application used and the conditions of the contract or other arrangements; (j) a procedure for securing timely reimbursement of funds; (k) procedural safeguards with respect to programs under this Act; (l) policies and procedures relating to the establishment and maintenance of standards to ensure that personnel necessary to carry out this Act are appropriately and adequately prepared and trained; (m) a system of evaluation of, and compliance with, program standards; (n) a system for compiling data on the numbers of eligible infants and toddlers and their families in this State in need of appropriate early intervention services; the numbers served; the types of services provided; and other information required by the State or federal government; and (o) a single line of responsibility in a lead agency designated by the Governor to carry out its responsibilities as required by this Act. In addition to these required components, linkages may be established within a local community area among the prenatal initiatives affording services to high risk pregnant women. Additional linkages among at risk programs and local literacy programs may also be established. On and after July 1, 2026, the Department of Early Childhood shall continue implementation of the 5-fiscal-year implementation plan that was created by the Department of Human Services with the concurrence of the Illinois Interagency Council on Early Intervention. The plan shall list specific activities to be accomplished each year, with cost estimates for each activity. The lead agency shall, with the concurrence of the Interagency Council, submit to the Governor's Office a report on accomplishments of the previous year and a revised list of activities for the remainder of the 5-fiscal-year plan, with cost estimates for each. The Governor shall certify that specific activities in the plan for the previous year have been substantially completed before authorizing relevant State or local agencies to implement activities listed in the revised plan that depend substantially upon completion of one or more of the earlier activities. (Source: P.A. 103-594, eff. 6-25-24; 104-294, eff. 1-1-26.)
325 ILCS 3/10-50
(325 ILCS 3/10-50) Sec. 10-50. Authority to adopt rules. The lead agency shall adopt rules under this Act. These rules shall reflect the intent of federal regulations adopted under Part C of the Individuals with Disabilities Education Improvement Act of 2004 (Sections 1431 through 1444 of Title 20 of the United States Code). (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/10-55
(325 ILCS 3/10-55) Sec. 10-55. Role of other State entities. The Departments of Public Health, Early Childhood, Human Services, Children and Family Services, and Healthcare and Family Services; the University of Illinois Division of Specialized Care for Children; the State Board of Education; and any other State agency which directly or indirectly provides or administers early intervention services shall adopt compatible rules for the provision of services to eligible infants and toddlers and their families by July 1, 2026. These agencies shall enter into and maintain formal interagency agreements to enable the State and local agencies serving eligible children and their families to establish working relationships that will increase the efficiency and effectiveness of their early intervention services. The agreements shall outline the administrative, program and financial responsibilities of the relevant State agencies and shall implement a coordinated service delivery system through local interagency agreements. There shall be created in the Office of the Governor an Early Childhood Intervention Ombudsman to assist families and local parties in ensuring that all State agencies serving eligible families do so in a comprehensive and collaborative manner. The Governor shall appoint the Ombudsman, which shall be a continuation of the position that was created under Section 9 of the Early Intervention Services System Act and that is repealed on July 1, 2026 by Section 20.1 of the Early Intervention Services System Act. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/10-60 Standards
(325 ILCS 3/10-60) Sec. 10-60. Standards. The Council and the lead agency, with assistance from parents and providers, shall develop and promulgate policies and procedures relating to the establishment and implementation of program and personnel standards to ensure that services provided are consistent with any State-approved or recognized certification, licensing, registration, or other comparable requirements which apply to the area of early intervention program service standards. Only State-approved public or private early intervention service providers shall be eligible to receive State and federal funding for early intervention services. All early childhood intervention staff shall hold the highest entry requirement necessary for that position. To be a State-approved early intervention service provider, an individual (i) shall not have served or completed, within the preceding 5 years, a sentence for conviction of any felony that the lead agency establishes by rule and (ii) shall not have been indicated as a perpetrator of child abuse or neglect, within the preceding 5 years, in an investigation by Illinois (pursuant to the Abused and Neglected Child Reporting Act) or another state. The Lead Agency is authorized to receive criminal background checks for such providers and persons applying to be such a provider and to receive child abuse and neglect reports regarding indicated perpetrators who are applying to provide or currently authorized to provide early intervention services in Illinois. Beginning January 1, 2004, every provider of State-approved early intervention services and every applicant to provide such services must authorize, in writing and in the form required by the lead agency, a State and FBI criminal background check, as requested by the Department, and check of child abuse and neglect reports regarding the provider or applicant as a condition of authorization to provide early intervention services. The lead agency shall use the results of the checks only to determine State approval of the early intervention service provider and shall not re-release the information except as necessary to accomplish that purpose. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/10-65 Individualized Family Service Plans
(325 ILCS 3/10-65) Sec. 10-65. Individualized Family Service Plans. (a) Each eligible infant or toddler and that infant's or toddler's family shall receive: (1) timely, comprehensive, multidisciplinary assessment of the unique strengths and needs of each eligible infant and toddler, and assessment of the concerns and priorities of the families to appropriately assist them in meeting their needs and identify supports and services to meet those needs; and (2) a written Individualized Family Service Plan developed by a multidisciplinary team which includes the parent or guardian. The individualized family service plan shall be based on the multidisciplinary team's assessment of the resources, priorities, and concerns of the family and its identification of the supports and services necessary to enhance the family's capacity to meet the developmental needs of the infant or toddler, and shall include the identification of services appropriate to meet those needs, including the frequency, intensity, and method of delivering services. During and as part of the initial development of the individualized family services plan, and any periodic reviews of the plan, the multidisciplinary team may seek consultation from the lead agency's designated experts, if any, to help determine appropriate services and the frequency and intensity of those services. All services in the individualized family services plan must be justified by the multidisciplinary assessment of the unique strengths and needs of the infant or toddler and must be appropriate to meet those needs. At the periodic reviews, the team shall determine whether modification or revision of the outcomes or services is necessary. (b) The Individualized Family Service Plan shall be evaluated once a year and the family shall be provided a review of the Plan at 6-month intervals or more often where appropriate based on infant or toddler and family needs. The lead agency shall create a quality review process regarding Individualized Family Service Plan development and changes thereto, to monitor and help ensure that resources are being used to provide appropriate early intervention services. (c) The initial evaluation and initial assessment and initial Plan meeting must be held within 45 days after the initial contact with the early intervention services system. The 45-day timeline does not apply for any period when the child or parent is unavailable to complete the initial evaluation, the initial assessments of the child and family, or the initial Plan meeting, due to exceptional family circumstances that are documented in the child's early intervention records, or when the parent has not provided consent for the initial evaluation or the initial assessment of the child despite documented, repeated attempts to obtain parental consent. As soon as exceptional family circumstances no longer exist or parental consent has been obtained, the initial evaluation, the initial assessment, and the initial Plan meeting must be completed as soon as possible. With parental consent, early intervention services may commence before the completion of the comprehensive assessment and development of the Plan. All early intervention services shall be initiated as soon as possible but not later than 30 calendar days after the consent of the parent or guardian has been obtained for the individualized family service plan, in accordance with rules adopted by the lead agency. (d) Parents must be informed that early intervention services shall be provided to each eligible infant and toddler, to the maximum extent appropriate, in the natural environment, which may include the home or other community settings. Parents must also be informed of the availability of early intervention services provided through telehealth services. Parents shall make the final decision to accept or decline early intervention services, including whether accepted services are delivered in person or via telehealth services. A decision to decline such services shall not be a basis for administrative determination of parental fitness, or other findings or sanctions against the parents. Parameters of the Plan shall be set forth in rules. (e) The regional intake offices shall explain to each family, orally and in writing, all of the following: (1) That the early intervention program will pay for all early intervention services set forth in the individualized family service plan that are not covered or paid under the family's public or private insurance plan or policy and not eligible for payment through any other third party payor. (2) That services will not be delayed due to any rules or restrictions under the family's insurance plan or policy. (3) That the family may request, with appropriate documentation supporting the request, a determination of an exemption from private insurance use under Section 10-100. (4) That responsibility for co-payments or co-insurance under a family's private insurance plan or policy will be transferred to the lead agency's central billing office. (5) That families will be responsible for payments of family fees, which will be based on a sliding scale according to the State's definition of ability to pay which is comparing household size and income to the sliding scale and considering out-of-pocket medical or disaster expenses, and that these fees are payable to the central billing office. Families who fail to provide income information shall be charged the maximum amount on the sliding scale. (f) The individualized family service plan must state whether the family has private insurance coverage and, if the family has such coverage, must have attached to it a copy of the family's insurance identification card or otherwise include all of the following information: (1) The name, address, and telephone number of the insurance carrier. (2) The contract number and policy number of the insurance plan. (3) The name, address, and social security number of the primary insured. (4) The beginning date of the insurance benefit year. (g) A copy of the individualized family service plan must be provided to each enrolled provider who is providing early intervention services to the child who is the subject of that plan. (h) Children receiving services under this Act shall receive a smooth and effective transition by their third birthday consistent with federal regulations adopted pursuant to Sections 1431 through 1444 of Title 20 of the United States Code. On and after August 15, 2025 (the effective date of Public Act 104-270), children who receive early intervention services prior to their third birthday, who have been found eligible for early childhood special education services under the Individuals with Disabilities Education Act, 20 U.S.C. 1414(d)(1)(A), and this Section, who have an individualized education program developed under the Individuals with Disabilities Education Act and under Section 14-8.02 of the School Code, and whose birthday falls between May 1 and August 31 may continue to receive early intervention services until the beginning of the school year following their third birthday in order to minimize gaps in services, ensure better continuity of care, and align practices for the enrollment of preschool children with special needs to the enrollment practices of typically developing preschool children. (i) The requirement under this subsection is intended to ensure that families of infants and toddlers with disabilities are informed about the Illinois Achieving a Better Life Experience (ABLE) account program, a financial tool that may assist families in meeting the long-term disability-related expenses of their children and improving opportunities for economic independence for their children. During the initial development of the Individual Family Service Plan and at each review meeting of the plan, the regional intake offices shall provide the parent or guardian with informational materials about the Illinois ABLE account program established under Section 16.6 of the State Treasurer Act. The informational materials shall include an overview of the program, eligibility criteria, and other necessary information for enrollment in the Illinois ABLE account program. The Office of the State Treasurer shall prepare and deliver the informational materials about the Illinois ABLE account program to the lead agency, which shall distribute the materials to regional intake offices. The regional intake offices shall disseminate the informational materials to parents and guardians in the same manner as they transmit other documents to families. The regional intake offices shall document the transmission of informational materials about the Illinois ABLE account program. (Source: P.A. 103-594, eff. 6-25-24; 104-270, eff. 8-15-25; 104-314, eff. 1-1-26; 104-852, eff. 8-21-26.)
325 ILCS 3/10-70
(325 ILCS 3/10-70) Sec. 10-70. Procedural safeguards. The lead agency shall adopt procedural safeguards that meet federal requirements and ensure effective implementation of the safeguards for families by each public agency involved in the provision of early intervention services under this Act. The procedural safeguards shall provide, at a minimum, the following: (a) The timely administrative resolution of State complaints, due process hearings, and mediations as defined by administrative rule. (b) The right to confidentiality of personally identifiable information. (c) The opportunity for parents and a guardian to examine and receive copies of records relating to evaluations and assessments, screening, eligibility determinations, and the development and implementation of the Individualized Family Service Plan provision of early intervention services, individual complaints involving the child, or any part of the child's early intervention record. (d) Procedures to protect the rights of the eligible infant or toddler whenever the parents or guardians of the child are not known or unavailable or the child is a youth in care as defined in Section 4d of the Children and Family Services Act, including the assignment of an individual (who shall not be an employee of the State agency or local agency providing services) to act as a surrogate for the parents or guardian. The regional intake entity must make reasonable efforts to ensure the assignment of a surrogate parent not more than 30 days after a public agency determines that the child needs a surrogate parent. (e) Timely written prior notice to the parents or guardian of the eligible infant or toddler whenever the State agency or public or private service provider proposes to initiate or change or refuses to initiate or change the identification, evaluation, placement, or the provision of appropriate early intervention services to the eligible infant or toddler. (f) Written prior notice to fully inform the parents or guardians, in their native language or mode of communication used by the parent, unless clearly not feasible to do so, in a comprehensible manner, of these procedural safeguards. (g) During the pendency of any State complaint procedure, due process hearing, or mediation involving a complaint, unless the State agency and the parents or guardian otherwise agree, the child shall continue to receive the appropriate early intervention services currently being provided, or in the case of an application for initial services, the child shall receive the services not in dispute. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/10-75
(325 ILCS 3/10-75) Sec. 10-75. Funding and fiscal responsibility. (a) The lead agency and every other participating State agency may receive and expend funds appropriated by the General Assembly to implement the early intervention services system as required by this Act. (b) The lead agency and each participating State agency shall identify and report on an annual basis to the Council the State agency funds used for the provision of early intervention services to eligible infants and toddlers. (c) Funds provided under Section 633 of the Individuals with Disabilities Education Act (20 United States Code 1433) and State funds designated or appropriated for early intervention services or programs may not be used to satisfy a financial commitment for services which would have been paid for from another public or private source but for the enactment of this Act, except whenever considered necessary to prevent delay in receiving appropriate early intervention services by the eligible infant or toddler or family in a timely manner. "Public or private source" includes public and private insurance coverage. Funds provided under Section 633 of the Individuals with Disabilities Education Act and State funds designated or appropriated for early intervention services or programs may be used by the lead agency to pay the provider of services (A) pending reimbursement from the appropriate State agency or (B) if (i) the claim for payment is denied in whole or in part by a public or private source, or would be denied under the written terms of the public program or plan or private plan, or (ii) use of private insurance for the service has been exempted under Section 10-100. Payment under item (B)(i) may be made based on a pre-determination telephone inquiry supported by written documentation of the denial supplied thereafter by the insurance carrier. (d) Nothing in this Act shall be construed to permit the State to reduce medical or other assistance available or to alter eligibility under Title V and Title XIX of the Social Security Act relating to the Maternal Child Health Program and Medicaid for eligible infants and toddlers in this State. (e) The lead agency shall create a central billing office to receive and dispense all relevant State and federal resources, as well as local government or independent resources available, for early intervention services. This office shall assure that maximum federal resources are utilized and that providers receive funds with minimal duplications or interagency reporting and with consolidated audit procedures. (f) The lead agency shall, by rule, create a system of payments by families, including a schedule of fees. No fees, however, may be charged for implementing child find, evaluation and assessment, service coordination, administrative and coordination activities related to the development, review, and evaluation of Individualized Family Service Plans, or the implementation of procedural safeguards and other administrative components of the statewide early intervention system. The system of payments, called family fees, shall be structured on a sliding scale based on the family's ability to pay. The family's coverage or lack of coverage under a public or private insurance plan or policy shall not be a factor in determining the amount of the family fees. Each family's fee obligation shall be established annually, and shall be paid by families to the central billing office in installments. At the written request of the family, the fee obligation shall be adjusted prospectively at any point during the year upon proof of a change in family income or family size. The inability of the parents of an eligible child to pay family fees due to catastrophic circumstances or extraordinary expenses shall not result in the denial of services to the child or the child's family. A family must document its extraordinary expenses or other catastrophic circumstances by showing one of the following: (i) out-of-pocket medical expenses in excess of 15% of gross income; (ii) a fire, flood, or other disaster causing a direct out-of-pocket loss in excess of 15% of gross income; or (iii) other catastrophic circumstances causing out-of-pocket losses in excess of 15% of gross income. The family must present proof of loss to its service coordinator, who shall document it, and the lead agency shall determine whether the fees shall be reduced, forgiven, or suspended within 10 business days after the family's request. (g) To ensure that early intervention funds are used as the payor of last resort for early intervention services, the lead agency shall determine at the point of early intervention intake, and again at any periodic review of eligibility thereafter or upon a change in family circumstances, whether the family is eligible for or enrolled in any program for which payment is made directly or through public or private insurance for any or all of the early intervention services made available under this Act. The lead agency shall establish procedures to ensure that payments are made either directly from these public and private sources instead of from State or federal early intervention funds, or as reimbursement for payments previously made from State or federal early intervention funds. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/10-80
(325 ILCS 3/10-80) Sec. 10-80. Other programs. (a) When an application or a review of eligibility for early intervention services is made, and at any eligibility redetermination thereafter, the family shall be asked if it is currently enrolled in any federally funded, Department of Healthcare and Family Services administered, medical programs, or the Title V program administered by the University of Illinois Division of Specialized Care for Children. If the family is enrolled in any of these programs, that information shall be put on the individualized family service plan and entered into the computerized case management system, and shall require that the individualized family services plan of a child who has been found eligible for services through the Division of Specialized Care for Children state that the child is enrolled in that program. For those programs in which the family is not enrolled, a preliminary eligibility screen shall be conducted simultaneously for (i) medical assistance (Medicaid) under Article V of the Illinois Public Aid Code, (ii) children's health insurance program (any federally funded, Department of Healthcare and Family Services administered, medical programs) benefits under the Children's Health Insurance Program Act, and (iii) Title V maternal and child health services provided through the Division of Specialized Care for Children of the University of Illinois. (b) For purposes of determining family fees under subsection (f) of Section 10-75 and determining eligibility for the other programs and services specified in items (i) through (iii) of subsection (a), the lead agency shall develop and use, with the cooperation of the Department of Healthcare and Family Services and the Division of Specialized Care for Children of the University of Illinois, a screening device that provides sufficient information for the early intervention regional intake entities or other agencies to establish eligibility for those other programs and shall, in cooperation with the Illinois Department of Healthcare and Family Services and the Division of Specialized Care for Children, train the regional intake entities on using the screening device. (c) When a child is determined eligible for and enrolled in the early intervention program and has been found to at least meet the threshold income eligibility requirements for any federally funded, Department of Healthcare and Family Services administered, medical programs, the regional intake entity shall complete an application for any federally funded, Department of Healthcare and Family Services administered, medical programs with the family and forward it to the Department of Healthcare and Family Services for a determination of eligibility. A parent shall not be required to enroll in any federally funded, Department of Healthcare and Family Services administered, medical programs as a condition of receiving services provided pursuant to Part C of the Individuals with Disabilities Education Act. (d) With the cooperation of the Department of Healthcare and Family Services, the lead agency shall establish procedures that ensure the timely and maximum allowable recovery of payments for all early intervention services and allowable administrative costs under Article V of the Illinois Public Aid Code and the Children's Health Insurance Program Act and shall include those procedures in the interagency agreement required under subsection (e) of Section 10-35 of Article 10 of this Act. (e) For purposes of making referrals for final determinations of eligibility for any federally funded, Department of Healthcare and Family Services administered, medical programs benefits under the Children's Health Insurance Program Act and for medical assistance under Article V of the Illinois Public Aid Code, the lead agency shall require each early intervention regional intake entity to enroll as an application agent in order for the entity to complete any federally funded, Department of Healthcare and Family Services administered, medical programs application as authorized under Section 22 of the Children's Health Insurance Program Act. (f) For purposes of early intervention services that may be provided by the Division of Specialized Care for Children of the University of Illinois (DSCC), the lead agency shall establish procedures whereby the early intervention regional intake entities may determine whether children enrolled in the early intervention program may also be eligible for those services, and shall develop, (i) the interagency agreement required under subsection (e) of Section 10-35 of this Act, establishing that early intervention funds are to be used as the payor of last resort when services required under an individualized family services plan may be provided to an eligible child through the DSCC, and (ii) training guidelines for the regional intake entities and providers that explain eligibility and billing procedures for services through DSCC. (g) The lead agency shall require that an individual applying for or renewing enrollment as a provider of services in the early intervention program state whether or not he or she is also enrolled as a DSCC provider. This information shall be noted next to the name of the provider on the computerized roster of Illinois early intervention providers, and regional intake entities shall make every effort to refer families eligible for DSCC services to these providers. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/10-85
(325 ILCS 3/10-85) Sec. 10-85. Private health insurance; assignment. The lead agency shall determine, at the point of new applications for early intervention services, and for all children enrolled in the early intervention program, at the regional intake offices, whether the child is insured under a private health insurance plan or policy. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/10-90
(325 ILCS 3/10-90) Sec. 10-90. Billing of insurance carrier. (a) Subject to the restrictions against private insurance use on the basis of material risk of loss of coverage, as determined under Section 10-100, each enrolled provider who is providing a family with early intervention services shall bill the child's insurance carrier for each unit of early intervention service for which coverage may be available. The lead agency may exempt from the requirement of this paragraph any early intervention service that it has deemed not to be covered by insurance plans. When the service is not exempted, providers who receive a denial of payment on the basis that the service is not covered under any circumstance under the plan are not required to bill that carrier for that service again until the following insurance benefit year. That explanation of benefits denying the claim, once submitted to the central billing office, shall be sufficient to meet the requirements of this paragraph as to subsequent services billed under the same billing code provided to that child during that insurance benefit year. Any time limit on a provider's filing of a claim for payment with the central billing office that is imposed through a policy, procedure, or rule of the lead agency shall be suspended until the provider receives an explanation of benefits or other final determination of the claim it files with the child's insurance carrier. (b) In all instances when an insurance carrier has been billed for early intervention services, whether paid in full, paid in part, or denied by the carrier, the provider must provide the central billing office, within 90 days after receipt, with a copy of the explanation of benefits form and other information in the manner prescribed by the lead agency. (c) When the insurance carrier has denied the claim or paid an amount for the early intervention service billed that is less than the current State rate for early intervention services, the provider shall submit the explanation of benefits with a claim for payment, and the lead agency shall pay the provider the difference between the sum actually paid by the insurance carrier for each unit of service provided under the individualized family service plan and the current State rate for early intervention services. The State shall also pay the family's co-payment or co-insurance under its plan, but only to the extent that those payments plus the balance of the claim do not exceed the current State rate for early intervention services. The provider may under no circumstances bill the family for the difference between its charge for services and that which has been paid by the insurance carrier or by the State. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/10-95
(325 ILCS 3/10-95) Sec. 10-95. Families with insurance coverage. (a) Families of children with insurance coverage, whether public or private, shall incur no greater or less direct out-of-pocket expenses for early intervention services than families who are not insured. (b) Managed care plans. (1) Use of managed care network providers. When a family's insurance coverage is through a managed care arrangement with a network of providers that includes one or more types of early intervention specialists who provide the services set forth in the family's individualized family service plan, the regional intake entity shall require the family to use those network providers, but only to the extent that: (A) the network provider is immediately available to receive the referral and to begin providing services to the child; (B) the network provider is enrolled as a provider in the Illinois early intervention system and fully credentialed under the current policy or rule of the lead agency; (C) the network provider can provide the services to the child in the manner required in the individualized service plan; (D) the family would not have to travel more than an additional 15 miles or an additional 30 minutes to the network provider than it would have to travel to a non-network provider who is available to provide the same service; and (E) the family's managed care plan does not allow for billing (even at a reduced rate or reduced percentage of the claim) for early intervention services provided by non-network providers. (2) Transfers from non-network to network providers. If a child has been receiving services from a non-network provider and the regional intake entity determines, at the time of enrollment in the early intervention program or at any point thereafter, that the family is enrolled in a managed care plan, the regional intake entity shall require the family to transfer to a network provider within 45 days after that determination, but within no more than 60 days after the effective date of this Act, if: (A) all the requirements of subdivision (b)(1) of this Section have been met; and (B) the child is less than 26 months of age. (3) Waivers. The lead agency may fully or partially waive the network enrollment requirements of subdivision (b)(1) of this Section and the transfer requirements of subdivision (b)(2) of this Section as to a particular region, or narrower geographic area, if it finds that the managed care plans in that area are not allowing further enrollment of early intervention providers and it finds that referrals or transfers to network providers could cause an overall shortage of early intervention providers in that region of the State or could cause delays in families securing the early intervention services set forth in individualized family services plans. (4) The lead agency, in conjunction with any entities with which it may have contracted for the training and credentialing of providers, the local interagency council for early intervention, the regional intake entity, and the enrolled providers in each region who wish to participate, shall cooperate in developing a matrix and action plan that (A) identifies both (i) which early intervention providers and which fully credentialed early intervention providers are members of the managed care plans that are used in the region by families with children in the early intervention program, and (ii) which early intervention services, with what restrictions, if any, are covered under those plans, (B) identifies which credentialed specialists are members of which managed care plans in the region, and (C) identifies the various managed care plans to early intervention providers, encourages their enrollment in the area plans, and provides them with information on how to enroll. These matrices shall be complete no later than 7 months after the effective date of this Act, and shall be provided to the Early Intervention Legislative Advisory Committee at that time. The lead agency shall work with networks that may have closed enrollment to additional providers to encourage their admission of early intervention providers, and shall report to the Early Intervention Legislative Advisory Committee on the initial results of these efforts no later than February 1, 2002. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/10-100
(325 ILCS 3/10-100) Sec. 10-100. Private insurance; exemption. (a) The lead agency shall establish procedures for a family whose child is eligible to receive early intervention services to apply for an exemption restricting the use of its private insurance plan or policy based on material risk of loss of coverage as authorized under subsection (c) of this Section. (b) The lead agency shall make a final determination on a request for an exemption within 10 business days after its receipt of a written request for an exemption at the regional intake entity. During those 10 days, no claims may be filed against the insurance plan or policy. If the exemption is granted, it shall be noted on the individualized family service plan, and the family and the providers serving the family shall be notified in writing of the exemption. (c) An exemption may be granted on the basis of material risk of loss of coverage only if the family submits documentation with its request for an exemption that establishes (i) that the insurance plan or policy covering the child is an individually purchased plan or policy and has been purchased by a head of a household that is not eligible for a group medical insurance plan, (ii) that the policy or plan has a lifetime cap that applies to one or more specific types of early intervention services specified in the family's individualized family service plan, and that coverage could be exhausted during the period covered by the individualized family service plan, or (iii) proof of another risk that the lead agency, in its discretion, may have additionally established and defined as a ground for exemption by rule. (d) An exemption under this Section based on material risk of loss of coverage may apply to all early intervention services and all plans or policies insuring the child, may be limited to one or more plans or policies, or may be limited to one or more types of early intervention services in the child's individualized family services plan. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/10-105
(325 ILCS 3/10-105) Sec. 10-105. System of personnel development. The lead agency shall provide training to early intervention providers and may enter into contracts to meet this requirement in accordance with Section 1-30(c) of this Act. This training shall include, at minimum, the following types of instruction: (a) Courses in birth-to-3 evaluation and treatment of children with developmental disabilities and delays (1) that are taught by fully credentialed early intervention providers or educators with substantial experience in evaluation and treatment of children from birth to age 3 with developmental disabilities and delays, (2) that cover these topics within each of the disciplines of audiology, occupational therapy, physical therapy, speech and language pathology, and developmental therapy, including the social-emotional domain of development, (3) that are held no less than twice per year, (4) that offer no fewer than 20 contact hours per year of course work, (5) that are held in no fewer than 5 separate locales throughout the State, and (6) that give enrollment priority to early intervention providers who do not meet the experience, education, or continuing education requirements necessary to be fully credentialed early intervention providers; and (b) Courses held no less than twice per year for no fewer than 4 hours each in no fewer than 5 separate locales throughout the State each on the following topics: (1) Practice and procedures of private insurance billing. (2) The role of the regional intake entities; service coordination; program eligibility determinations; family fees; any federally funded, Department of Healthcare and Family Services administered, medical programs, and Division of Specialized Care applications, referrals, and coordination with Early Intervention; and procedural safeguards. (3) Introduction to the early intervention program, including provider enrollment and credentialing, overview of Early Intervention program policies and rules, and billing requirements. (4) Evaluation and assessment of birth-to-3 children; individualized family service plan development, monitoring, and review; best practices; service guidelines; and quality assurance. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/10-110 Contracting
(325 ILCS 3/10-110) Sec. 10-110. Contracting. In accordance with Section 1-30(c) of this Act, the lead agency may enter into contracts for some or all of its responsibilities under this Act, including, but not limited to: credentialing and enrolling providers; training under Section 10-105; maintaining a central billing office; data collection and analysis; establishing and maintaining a computerized case management system accessible to local referral offices and providers; creating and maintaining a system for provider credentialing and enrollment; creating and maintaining the central directory required under subsection (g) of Section 10-45 of this Act; and program operations. Contracts with or grants to regional intake entities must be made subject to public bid under a request for proposals process. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/10-120 Early Intervention Services Revolving Fund
(325 ILCS 3/10-120) Sec. 10-120. Early Intervention Services Revolving Fund. The Early Intervention Services Revolving Fund, created by Public Act 89-106, shall be held by the lead agency. The Early Intervention Services Revolving Fund shall be used to the extent determined necessary by the lead agency to pay for early intervention services. Local Accounts for such purposes may be established by the lead agency. Expenditures from the Early Intervention Services Revolving Fund shall be made in accordance with applicable program provisions and shall be limited to those purposes and amounts specified under applicable program guidelines. Funding of the Fund shall be from family fees, insurance company payments, federal financial participation received as reimbursement for expenditures from the Fund, and appropriations made to the State agencies involved in the payment for early intervention services under this Act. Disbursements from the Early Intervention Services Revolving Fund shall be made as determined by the lead agency or its designee. Funds in the Early Intervention Services Revolving Fund or the local accounts created under this Section that are not immediately required for expenditure may be invested in certificates of deposit or other interest bearing accounts. Any interest earned shall be deposited in the Early Intervention Services Revolving Fund. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/15-5
(325 ILCS 3/15-5) Sec. 15-5. Transition of administrative responsibilities related to home-visiting services. Beginning July 1, 2024, the Department of Early Childhood and the Department of Human Services shall collaborate and plan for the transition of administrative responsibilities related to home-visiting services as prescribed in Section 10-16 of the Department of Human Services Act. (Source: P.A. 103-594, eff. 6-25-24; 104-417, eff. 8-15-25.)
325 ILCS 3/15-10
(325 ILCS 3/15-10) Sec. 15-10. Home visiting program. (a) The General Assembly finds that research-informed home visiting programs work to strengthen families' functioning and support parents in caring for their children to ensure optimal child development. (b) Through June 30, 2026, the Department of Human Services shall administer a home visiting program to support communities in providing intensive home visiting programs to pregnant persons and families with children from birth up to elementary school enrollment. Services shall be offered on a voluntary basis to families. In awarding grants under the program, the Department of Human Services shall prioritize populations or communities in need of such services, as determined by the Department of Human Services, based on data including, but not limited to, statewide home visiting needs assessments. Eligibility under the program shall also take into consideration requirements of the federal Maternal, Infant, and Early Childhood Home Visiting Program and Head Start and Early Head Start to ensure appropriate alignment. The overall goals for these services are to: (1) improve maternal and newborn health; (2) prevent child abuse and neglect; (3) promote children's development and readiness to participate in school; and (4) connect families to needed community resources and supports. (b-5) On and after July 1, 2026, the Department of Early Childhood shall establish and administer a home visiting program to support communities in providing intensive home visiting programs to pregnant persons and families with children from birth up to elementary school enrollment. (c) Allowable uses of funding include: (1) Grants to community-based organizations to implement home visiting and family support services with fidelity to research-informed home visiting program models, as defined by the Department. Services may include, but are not limited to: (A) personal visits with a child and the child's parent or caregiver at a periodicity aligned with the model being implemented; (B) opportunities for connections with other parents and caregivers in their community and other social and community supports; (C) enhancements to research-informed home visiting program models based on community needs including doula services, and other program innovations as approved by the Department; and (D) referrals to other resources needed by families. (2) Infrastructure supports for grantees, including, but not limited to, professional development for the workforce, technical assistance and capacity-building, data system and supports, infant and early childhood mental health consultation, trauma-informed practices, research, universal newborn screening, and coordinated intake. (d) Subject to appropriation, the Department administering home-visiting programs subject to Section 15-10 (b) and Section 15-10(b-5) shall award grants to community-based agencies in accordance with this Section and any other rules that may be adopted by the Department. Successful grantees under this program shall comply with policies and procedures on program, data, and expense reporting as developed by the Department. (e) Funds received under this Section shall supplement, not supplant, other existing or new federal, State, or local sources of funding for these services. Any new federal funding received shall supplement and not supplant funding for this program. (f) The Department administering home-visiting programs subject to Section 15-10 (b) and Section 15-10(b-5) shall collaborate with relevant agencies to support the coordination and alignment of home visiting services provided through other State and federal funds, to the extent possible. The Department administering home-visiting programs subject to Section 15-10 (b) and Section 15-10(b-5) shall collaborate with the State Board of Education, the Department of Healthcare and Family Services, and Head Start and Early Head Start in the implementation of these services to support alignment with home visiting services provided through the Early Childhood Block Grant and the State's Medical Assistance Program, respectively, to the extent possible. (g) An advisory committee shall advise the Department administering home-visiting programs subject to Section 15-10(b) and Section 15-10(b-5) concerning the implementation of the home visiting program. The advisory committee shall make recommendations on policy and implementation. The Department shall determine whether the advisory committee shall be a newly created body or an existing body such as a committee of the Illinois Early Learning Council. The advisory committee shall consist of one or more representatives of the Department, other members representing public and private entities that serve and interact with the families served under the home visiting program, with the input of families engaged in home visiting or related services themselves. Family input may be secured by engaging families as members of this advisory committee or as a separate committee of family representatives. (h) The Department of Early Childhood may adopt any rules necessary to implement this Section. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/15-15
(325 ILCS 3/15-15) Sec. 15-15. Collaboration; planning. Beginning July 1, 2024, the Department of Early Childhood shall collaborate with the Illinois State Board of Education on administration of the early childhood programs established in Sections 1C-2, 2-3.71, 2-3.71a, and 2-3.89 of the School Code. The Department of Early Childhood and the Illinois State Board of Education shall plan for the transfer of administrative responsibilities that will occur on and after July 1, 2026. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/15-20
(325 ILCS 3/15-20) Sec. 15-20. Programs concerning services to at-risk children and their families. (a) On and after July 1, 2026, the Department of Early Childhood may provide grants to eligible entities, as defined by the Department, to establish programs which offer coordinated services to at-risk infants and toddlers and their families. Each program shall include a parent education program relating to the development and nurturing of infants and toddlers and case management services to coordinate existing services available in the region served by the program. These services shall be provided through the implementation of an individual family service plan. Each program will have a community involvement component to provide coordination in the service system. (b) The Department shall administer the programs through the grants to public school districts and other eligible entities. These grants must be used to supplement, not supplant, funds received from any other source. School districts and other eligible entities receiving grants pursuant to this Section shall conduct voluntary, intensive, research-based, and comprehensive prevention services, as defined by the Department, for expecting parents and families with children from birth to age 3 who are at-risk of academic failure. A public school district that receives a grant under this Section may subcontract with other eligible entities. (c) The Department shall report to the General Assembly by July 1, 2028 and every 2 years thereafter, using the most current data available, on the status of programs funded under this Section, including without limitation characteristics of participants, services delivered, program models used, unmet needs, and results of the programs funded. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/15-25
(325 ILCS 3/15-25) Sec. 15-25. Block grants. (a) Through June 30, 2026, the State Board of Education shall award block grants to school districts and other entities pursuant to Section 1C-2 of the School Code. (b) On and after July 1, 2026, the Department of Early Childhood shall award to school districts and other entities block grants as described in subsection (c). The Department of Early Childhood may adopt rules necessary to implement this Section. Block grants are subject to audit. Therefore, block grant receipts and block grant expenditures shall be recorded to the appropriate fund code. (c) An Early Childhood Education Block Grant shall be created by combining the following programs: Preschool Education, Parental Training and Prevention Initiative. These funds shall be distributed to school districts and other entities on a competitive basis, except that the Department of Early Childhood shall award to a school district having a population exceeding 500,000 inhabitants 37% of the funds in each fiscal year. Not less than 14% of the Early Childhood Education Block Grant allocation of funds shall be used to fund programs for children ages 0-3. Beginning in Fiscal Year 2016, at least 25% of any additional Early Childhood Education Block Grant funding over and above the previous fiscal year's allocation shall be used to fund programs for children ages 0-3. Once the percentage of Early Childhood Education Block Grant funding allocated to programs for children ages 0-3 reaches 20% of the overall Early Childhood Education Block Grant allocation for a full fiscal year, thereafter in subsequent fiscal years the percentage of Early Childhood Education Block Grant funding allocated to programs for children ages 0-3 each fiscal year shall remain at least 20% of the overall Early Childhood Education Block Grant allocation. However, if, in a given fiscal year, the amount appropriated for the Early Childhood Education Block Grant is insufficient to increase the percentage of the grant to fund programs for children ages 0-3 without reducing the amount of the grant for existing providers of preschool education programs, then the percentage of the grant to fund programs for children ages 0-3 may be held steady instead of increased. (d) A school district in a city having a population exceeding 500,000 is not required to file any application or other claim in order to receive the block grant to which it is entitled under this Section. The Department of Early Childhood shall make payments to the district of amounts due under the district's block grant on a schedule determined by the Department. A school district to which this Section applies shall report to the Department of Early Childhood on its use of the block grant in such form and detail as the Department may specify. In addition, the report must include the following description for the district, which must also be reported to the General Assembly: block grant allocation and expenditures by program; population and service levels by program; and administrative expenditures by program. The Department shall ensure that the reporting requirements for the district are the same as for all other school districts in this State. Beginning in Fiscal Year 2018, at least 25% of any additional Preschool Education, Parental Training, and Prevention Initiative program funding over and above the previous fiscal year's allocation shall be used to fund programs for children ages 0-3. Beginning in Fiscal Year 2018, funding for Preschool Education, Parental Training, and Prevention Initiative programs above the allocation for these programs in Fiscal Year 2017 must be used solely as a supplement for these programs and may not supplant funds received from other sources. (e) Reports. School districts and other entities that receive an Early Childhood Education Block Grant shall report to the Department of Early Childhood on its use of the block grant in such form and detail as the Department may specify. In addition, the report must include the following description for the district and other entities that receive an Early Childhood Block Grant, which must also be reported to the General Assembly: block grant allocation and expenditures by program; population and service levels by program; and administrative expenditures by program. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/15-30
(325 ILCS 3/15-30) (Text of Section before amendment by P.A. 104-546) Sec. 15-30. Grants for preschool educational programs. (a) Preschool program. (1) Through June 30, 2026, the State Board of Education shall implement and administer a grant program to conduct voluntary preschool educational programs for children ages 3 to 5, which include a parent education component, pursuant to Section 2-3.71 of the School Code. (2) On and after July 1, 2026, the Department of Early Childhood shall implement and administer a grant program for school districts and other eligible entities, as defined by the Department, to conduct voluntary preschool educational programs for children ages 3 to 5 which include a parent education component. A public school district which receives grants under this subsection may subcontract with other entities that are eligible to conduct a preschool educational program. These grants must be used to supplement, not supplant, funds received from any other source. (3) Except as otherwise provided under this subsection (a), any teacher of preschool children in the program authorized by this subsection shall hold a Professional Educator License with an early childhood education endorsement. (3.5) Beginning with the 2018-2019 school year and until the 2028-2029 school year, an individual may teach preschool children in an early childhood program under this Section if he or she holds a Professional Educator License with an early childhood education endorsement or with short-term approval for early childhood education or he or she pursues a Professional Educator License and holds any of the following: (A) An ECE Credential Level of 5 awarded by the Department of Human Services under the Gateways to Opportunity Program developed under Section 10-70 of the Department of Human Services Act. (B) An Educator License with Stipulations with a transitional bilingual educator endorsement and he or she has (i) passed an early childhood education content test or (ii) completed no less than 9 semester hours of postsecondary coursework in the area of early childhood education. (4) Through June 30, 2026, the State Board of Education shall provide the primary source of funding through appropriations for the program. On and after July 1, 2026, the Department of Early Childhood shall provide the primary source of funding through appropriations for the program. Such funds shall be distributed to achieve a goal of "Preschool for All Children" for the benefit of all children whose families choose to participate in the program. Based on available appropriations, newly funded programs shall be selected through a process giving first priority to qualified programs serving primarily at-risk children and second priority to qualified programs serving primarily children with a family income of less than 4 times the poverty guidelines updated periodically in the Federal Register by the U.S. Department of Health and Human Services under the authority of 42 U.S.C. 9902(2). For purposes of this paragraph (4), at-risk children are those who because of their home and community environment are subject to such language, cultural, economic and like disadvantages to cause them to have been determined as a result of screening procedures to be at risk of academic failure. Through June 30, 2026, such screening procedures shall be based on criteria established by the State Board of Education. On and after July 1, 2026, such screening procedures shall be based on criteria established by the Department of Early Childhood. Except as otherwise provided in this paragraph (4), grantees under the program must enter into a memorandum of understanding with the appropriate local Head Start agency. This memorandum must be entered into no later than 3 months after the award of a grantee's grant under the program and must address collaboration between the grantee's program and the local Head Start agency on certain issues, which shall include without limitation the following: (A) educational activities, curricular objectives, and instruction; (B) public information dissemination and access to programs for families contacting programs; (C) service areas; (D) selection priorities for eligible children to be served by programs; (E) maximizing the impact of federal and State funding to benefit young children; (F) staff training, including opportunities for joint staff training; (G) technical assistance; (H) communication and parent outreach for smooth transitions to kindergarten; (I) provision and use of facilities, transportation, and other program elements; (J) facilitating each program's fulfillment of its statutory and regulatory requirements; (K) improving local planning and collaboration; and (L) providing comprehensive services for the neediest Illinois children and families. Through June 30, 2026, if the appropriate local Head Start agency is unable or unwilling to enter into a memorandum of understanding as required under this paragraph (4), the memorandum of understanding requirement shall not apply and the grantee under the program must notify the State Board of Education in writing of the Head Start agency's inability or unwillingness. Through June 30, 2026, the State Board of Education shall compile all such written notices and make them available to the public. On and after July 1, 2026, if the appropriate local Head Start agency is unable or unwilling to enter into a memorandum of understanding as required under this paragraph (4), the memorandum of understanding requirement shall not apply and the grantee under the program must notify the Department of Early Childhood in writing of the Head Start agency's inability or unwillingness. The Department of Early Childhood shall compile all such written notices and make them available to the public. (5) Through June 30, 2026, the State Board of Education shall develop and provide evaluation tools, including tests, that school districts and other eligible entities may use to evaluate children for school readiness prior to age 5. The State Board of Education shall require school districts and other eligible entities to obtain consent from the parents or guardians of children before any evaluations are conducted. The State Board of Education shall encourage local school districts and other eligible entities to evaluate the population of preschool children in their communities and provide preschool programs, pursuant to this subsection, where appropriate. (5.1) On and after July 1, 2026, the Department of Early Childhood shall develop and provide evaluation tools, including tests, that school districts and other eligible entities may use to evaluate children for school readiness prior to age 5. The Department of Early Childhood shall require school districts and other eligible entities to obtain consent from the parents or guardians of children before any evaluations are conducted. The Department of Early Childhood shall encourage local school districts and other eligible entities to evaluate the population of preschool children in their communities and provide preschool programs, pursuant to this subsection, where appropriate. (6) Through June 30, 2026, the State Board of Education shall report to the General Assembly by November 1, 2018 and every 2 years thereafter on the results and progress of students who were enrolled in preschool educational programs, including an assessment of which programs have been most successful in promoting academic excellence and alleviating academic failure. Through June 30, 2026, the State Board of Education shall assess the academic progress of all students who have been enrolled in preschool educational programs. Through Fiscal Year 2026, on or before November 1 of each fiscal year in which the General Assembly provides funding for new programs under paragraph (4) of this Section, the State Board of Education shall report to the General Assembly on what percentage of new funding was provided to programs serving primarily at-risk children, what percentage of new funding was provided to programs serving primarily children with a family income of less than 4 times the federal poverty level, and what percentage of new funding was provided to other programs. (6.1) On and after July 1, 2026, the Department of Early Childhood shall report to the General Assembly by November 1, 2026 and every 2 years thereafter on the results and progress of students who were enrolled in preschool educational programs, including an assessment of which programs have been most successful in promoting academic excellence and alleviating academic failure. On and after July 1, 2026, the Department of Early Childhood shall assess the academic progress of all students who have been enrolled in preschool educational programs. Beginning in Fiscal Year 2027, on or before November 1 of each fiscal year in which the General Assembly provides funding for new programs under paragraph (4) of this Section, the Department of Early Childhood shall report to the General Assembly on what percentage of new funding was provided to programs serving primarily at-risk children, what percentage of new funding was provided to programs serving primarily children with a family income of less than 4 times the federal poverty level, and what percentage of new funding was provided to other programs. (7) Due to evidence that expulsion practices in the preschool years are linked to poor child outcomes and are employed inconsistently across racial and gender groups, early childhood programs receiving State funds under this subsection (a) shall prohibit expulsions. Planned transitions to settings that are able to better meet a child's needs are not considered expulsion under this paragraph (7). (A) When persistent and serious challenging behaviors emerge, the early childhood program shall document steps taken to ensure that the child can participate safely in the program; including observations of initial and ongoing challenging behaviors, strategies for remediation and intervention plans to address the behaviors, and communication with the parent or legal guardian, including participation of the parent or legal guardian in planning and decision-making. (B) The early childhood program shall, with parental or legal guardian consent as required, use a range of community resources, if available and deemed necessary, including, but not limited to, developmental screenings, referrals to programs and services administered by a local educational agency or early intervention agency under Parts B and C of the federal Individual with Disabilities Education Act, and consultation with infant and early childhood mental health consultants and the child's health care provider. The program shall document attempts to engage these resources, including parent or legal guardian participation and consent attempted and obtained. Communication with the parent or legal guardian shall take place in a culturally and linguistically competent manner. (C) If there is documented evidence that all available interventions and supports recommended by a qualified professional have been exhausted and the program determines in its professional judgment that transitioning a child to another program is necessary for the well-being of the child or his or her peers and staff, with parent or legal guardian permission, both the current and pending programs shall create a transition plan designed to ensure continuity of services and the comprehensive development of the child. Communication with families shall occur in a culturally and linguistically competent manner. (D) Nothing in this paragraph (7) shall preclude a parent's or legal guardian's right to voluntarily withdraw his or her child from an early childhood program. Early childhood programs shall request and keep on file, when received, a written statement from the parent or legal guardian stating the reason for his or her decision to withdraw his or her child. (E) In the case of the determination of a serious safety threat to a child or others or in the case of behaviors listed in subsection (d) of Section 10-22.6 of the School Code, the temporary removal of a child from attendance in group settings may be used. Temporary removal of a child from attendance in a group setting shall trigger the process detailed in subparagraphs (A), (B), and (C) of this paragraph (7), with the child placed back in a group setting as quickly as possible. (F) Early childhood programs may use and the Department of Early Childhood, State Board of Education, the Department of Human Services, and the Department of Children and Family Services shall recommend training, technical support, and professional development resources to improve the ability of teachers, administrators, program directors, and other staff to promote social-emotional development and behavioral health, to address challenging behaviors, and to understand trauma and trauma-informed care, cultural competence, family engagement with diverse populations, the impact of implicit bias on adult behavior, and the use of reflective practice techniques. Support shall include the availability of resources to contract with infant and early childhood mental health consultants. (G) Through June 30, 2026, early childhood programs shall annually report to the State Board of Education, and, beginning in Fiscal Year 2020, the State Board of Education shall make available on a biennial basis, in an existing report, all of the following data for children from birth to age 5 who are served by the program: (i) Total number served over the course of the program year and the total number of children who left the program during the program year. (ii) Number of planned transitions to another program due to children's behavior, by children's race, gender, disability, language, class/group size, teacher-child ratio, and length of program day. (iii) Number of temporary removals of a child from attendance in group settings due to a serious safety threat under subparagraph (E) of this paragraph (7), by children's race, gender, disability, language, class/group size, teacher-child ratio, and length of program day. (iv) Hours of infant and early childhood mental health consultant contact with program leaders, staff, and families over the program year. (G-5) On and after July 1, 2026, early childhood programs shall annually report to the Department of Early Childhood, and beginning in Fiscal Year 2028, the Department of Early Childhood shall make available on a biennial basis, in a report, all of the following data for children from birth to age 5 who are served by the program: (i) Total number served over the course of the program year and the total number of children who left the program during the program year. (ii) Number of planned transitions to another program due to children's behavior, by children's race, gender, disability, language, class/group size, teacher-child ratio, and length of program day. (iii) Number of temporary removals of a child from attendance in group settings due to a serious safety threat under subparagraph (E) of this paragraph (7), by children's race, gender, disability, language, class/group size, teacher-child ratio, and length of program day. (iv) Hours of infant and early childhood mental health consultant contact with program leaders, staff, and families over the program year. (H) Changes to services for children with an individualized education program or individual family service plan shall be construed in a manner consistent with the federal Individuals with Disabilities Education Act. The Department of Early Childhood, in consultation with the Department of Children and Family Services, shall adopt rules to administer this paragraph (7). (b) Notwithstanding any other provisions of this Section, grantees may serve children ages 0 to 12 of essential workers if the Governor has declared a disaster due to a public health emergency pursuant to Section 7 of the Illinois Emergency Management Agency Act. The Department of Early Childhood may adopt rules to administer this subsection. (Source: P.A. 103-594, eff. 6-25-24.) (Text of Section after amendment by P.A. 104-546) Sec. 15-30. Grants for preschool educational programs. (a) Preschool program. (1) Through June 30, 2026, the State Board of Education shall implement and administer a grant program to conduct voluntary preschool educational programs for children ages 3 to 5, which include a parent education component, pursuant to Section 2-3.71 of the School Code. (2) On and after July 1, 2026, the Department of Early Childhood shall implement and administer a grant program for school districts and other eligible entities, as defined by the Department, to conduct voluntary preschool educational programs for children ages 3 to 5 which include a parent education component. A public school district which receives grants under this subsection may subcontract with other entities that are eligible to conduct a preschool educational program. These grants must be used to supplement, not supplant, funds received from any other source. (3) Except as otherwise provided under this subsection (a), any teacher of preschool children in the program authorized by this subsection shall hold a Professional Educator License with an early childhood education endorsement. (3.5) Beginning with the 2018-2019 school year and until the 2028-2029 school year, an individual may teach preschool children in an early childhood program under this Section if he or she holds a Professional Educator License with an early childhood education endorsement or with short-term approval for early childhood education or he or she pursues a Professional Educator License and holds any of the following: (A) An ECE Credential Level of 5 awarded by the Department of Human Services under the Gateways to Opportunity Program developed under Section 10-70 of the Department of Human Services Act. (B) An Educator License with Stipulations with a transitional bilingual educator endorsement and he or she has (i) passed an early childhood education content test or (ii) completed no less than 9 semester hours of postsecondary coursework in the area of early childhood education. (4) Through June 30, 2026, the State Board of Education shall provide the primary source of funding through appropriations for the program. On and after July 1, 2026, the Department of Early Childhood shall provide the primary source of funding through appropriations for the program. Such funds shall be distributed to achieve a goal of "Preschool for All Children" for the benefit of all children whose families choose to participate in the program. Based on available appropriations, newly funded programs shall be selected through a process giving first priority to qualified programs serving primarily at-risk children and second priority to qualified programs serving primarily children with a family income of less than 4 times the poverty guidelines updated periodically in the Federal Register by the U.S. Department of Health and Human Services under the authority of 42 U.S.C. 9902(2). For purposes of this paragraph (4), at-risk children are those who because of their home and community environment are subject to such language, cultural, economic and like disadvantages to cause them to have been determined as a result of screening procedures to be at risk of academic failure. Through June 30, 2026, such screening procedures shall be based on criteria established by the State Board of Education. On and after July 1, 2026, such screening procedures shall be based on criteria established by the Department of Early Childhood. Except as otherwise provided in this paragraph (4), grantees under the program must enter into a memorandum of understanding with the appropriate local Head Start agency. This memorandum must be entered into no later than 3 months after the award of a grantee's grant under the program and must address collaboration between the grantee's program and the local Head Start agency on certain issues, which shall include without limitation the following: (A) educational activities, curricular objectives, and instruction; (B) public information dissemination and access to programs for families contacting programs; (C) service areas; (D) selection priorities for eligible children to be served by programs; (E) maximizing the impact of federal and State funding to benefit young children; (F) staff training, including opportunities for joint staff training; (G) technical assistance; (H) communication and parent outreach for smooth transitions to kindergarten; (I) provision and use of facilities, transportation, and other program elements; (J) facilitating each program's fulfillment of its statutory and regulatory requirements; (K) improving local planning and collaboration; and (L) providing comprehensive services for the neediest Illinois children and families. Through June 30, 2026, if the appropriate local Head Start agency is unable or unwilling to enter into a memorandum of understanding as required under this paragraph (4), the memorandum of understanding requirement shall not apply and the grantee under the program must notify the State Board of Education in writing of the Head Start agency's inability or unwillingness. Through June 30, 2026, the State Board of Education shall compile all such written notices and make them available to the public. On and after July 1, 2026, if the appropriate local Head Start agency is unable or unwilling to enter into a memorandum of understanding as required under this paragraph (4), the memorandum of understanding requirement shall not apply and the grantee under the program must notify the Department of Early Childhood in writing of the Head Start agency's inability or unwillingness. The Department of Early Childhood shall compile all such written notices and make them available to the public. (5) Through June 30, 2026, the State Board of Education shall develop and provide evaluation tools, including tests, that school districts and other eligible entities may use to evaluate children for school readiness prior to age 5. The State Board of Education shall require school districts and other eligible entities to obtain consent from the parents or guardians of children before any evaluations are conducted. The State Board of Education shall encourage local school districts and other eligible entities to evaluate the population of preschool children in their communities and provide preschool programs, pursuant to this subsection, where appropriate. (5.1) On and after July 1, 2026, the Department of Early Childhood shall develop and provide evaluation tools, including tests, that school districts and other eligible entities may use to evaluate children for school readiness prior to age 5. The Department of Early Childhood shall require school districts and other eligible entities to obtain consent from the parents or guardians of children before any evaluations are conducted. The Department of Early Childhood shall encourage local school districts and other eligible entities to evaluate the population of preschool children in their communities and provide preschool programs, pursuant to this subsection, where appropriate. (6) Through June 30, 2026, the State Board of Education shall report to the General Assembly by November 1, 2018 and every 2 years thereafter on the results and progress of students who were enrolled in preschool educational programs, including an assessment of which programs have been most successful in promoting academic excellence and alleviating academic failure. Through June 30, 2026, the State Board of Education shall assess the academic progress of all students who have been enrolled in preschool educational programs. Through Fiscal Year 2026, on or before November 1 of each fiscal year in which the General Assembly provides funding for new programs under paragraph (4) of this Section, the State Board of Education shall report to the General Assembly on what percentage of new funding was provided to programs serving primarily at-risk children, what percentage of new funding was provided to programs serving primarily children with a family income of less than 4 times the federal poverty level, and what percentage of new funding was provided to other programs. (6.1) On and after July 1, 2026, the Department of Early Childhood shall report to the General Assembly by November 1, 2026 and every 2 years thereafter on the results and progress of students who were enrolled in preschool educational programs, including an assessment of which programs have been most successful in promoting academic excellence and alleviating academic failure. On and after July 1, 2026, the Department of Early Childhood shall assess the academic progress of all students who have been enrolled in preschool educational programs. Beginning in Fiscal Year 2027, on or before November 1 of each fiscal year in which the General Assembly provides funding for new programs under paragraph (4) of this Section, the Department of Early Childhood shall report to the General Assembly on what percentage of new funding was provided to programs serving primarily at-risk children, what percentage of new funding was provided to programs serving primarily children with a family income of less than 4 times the federal poverty level, and what percentage of new funding was provided to other programs. (7) Due to evidence that expulsion practices in the preschool years are linked to poor child outcomes and are employed inconsistently across racial and gender groups, early childhood programs receiving State funds under this subsection (a) shall prohibit expulsions. Planned transitions to settings that are able to better meet a child's needs are not considered expulsion under this paragraph (7). (A) When persistent and serious challenging behaviors emerge, the early childhood program shall document steps taken to ensure that the child can participate safely in the program; including observations of initial and ongoing challenging behaviors, strategies for remediation and intervention plans to address the behaviors, and communication with the parent or legal guardian, including participation of the parent or legal guardian in planning and decision-making. (B) The early childhood program shall, with parental or legal guardian consent as required, use a range of community resources, if available and deemed necessary, including, but not limited to, developmental screenings, referrals to programs and services administered by a local educational agency or early intervention agency under Parts B and C of the federal Individual with Disabilities Education Act, and consultation with infant and early childhood mental health consultants and the child's health care provider. The program shall document attempts to engage these resources, including parent or legal guardian participation and consent attempted and obtained. Communication with the parent or legal guardian shall take place in a culturally and linguistically competent manner. (C) If there is documented evidence that all available interventions and supports recommended by a qualified professional have been exhausted and the program determines in its professional judgment that transitioning a child to another program is necessary for the well-being of the child or his or her peers and staff, with parent or legal guardian permission, both the current and pending programs shall create a transition plan designed to ensure continuity of services and the comprehensive development of the child. Communication with families shall occur in a culturally and linguistically competent manner. (D) Nothing in this paragraph (7) shall preclude a parent's or legal guardian's right to voluntarily withdraw his or her child from an early childhood program. Early childhood programs shall request and keep on file, when received, a written statement from the parent or legal guardian stating the reason for his or her decision to withdraw his or her child. (E) In the case of the determination of a serious safety threat to a child or others or in the case of behaviors listed in subsection (d) of Section 10-22.6 of the School Code, the temporary removal of a child from attendance in group settings may be used. Temporary removal of a child from attendance in a group setting shall trigger the process detailed in subparagraphs (A), (B), and (C) of this paragraph (7), with the child placed back in a group setting as quickly as possible. (F) Early childhood programs may use and the Department of Early Childhood, State Board of Education, the Department of Human Services, and the Department of Children and Family Services shall recommend training, technical support, and professional development resources to improve the ability of teachers, administrators, program directors, and other staff to promote social-emotional development and behavioral health, to address challenging behaviors, and to understand trauma and trauma-informed care, cultural competence, family engagement with diverse populations, the impact of implicit bias on adult behavior, and the use of reflective practice techniques. Support shall include the availability of resources to contract with infant and early childhood mental health consultants. (G) Through June 30, 2026, early childhood programs shall annually report to the State Board of Education, and, beginning in Fiscal Year 2020, the State Board of Education shall make available on a biennial basis, in an existing report, all of the following data for children from birth to age 5 who are served by the program: (i) Total number served over the course of the program year and the total number of children who left the program during the program year. (ii) Number of planned transitions to another program due to children's behavior, by children's race, gender, disability, language, class/group size, teacher-child ratio, and length of program day. (iii) Number of temporary removals of a child from attendance in group settings due to a serious safety threat under subparagraph (E) of this paragraph (7), by children's race, gender, disability, language, class/group size, teacher-child ratio, and length of program day. (iv) Hours of infant and early childhood mental health consultant contact with program leaders, staff, and families over the program year. (G-5) On and after July 1, 2026, early childhood programs shall annually report to the Department of Early Childhood, and beginning in Fiscal Year 2028, the Department of Early Childhood shall make available on a biennial basis, in a report, all of the following data for children from birth to age 5 who are served by the program: (i) Total number served over the course of the program year and the total number of children who left the program during the program year. (ii) Number of planned transitions to another program due to children's behavior, by children's race, gender, disability, language, class/group size, teacher-child ratio, and length of program day. (iii) Number of temporary removals of a child from attendance in group settings due to a serious safety threat under subparagraph (E) of this paragraph (7), by children's race, gender, disability, language, class/group size, teacher-child ratio, and length of program day. (iv) Hours of infant and early childhood mental health consultant contact with program leaders, staff, and families over the program year. (H) Changes to services for children with an individualized education program or individual family service plan shall be construed in a manner consistent with the federal Individuals with Disabilities Education Act. The Department of Early Childhood, in consultation with the Department of Children and Family Services, shall adopt rules to administer this paragraph (7). (8) Due to evidence that suspension practices in the preschool years are linked to poor child outcomes and are employed inconsistently across racial and gender groups, early childhood programs that receive State funds under this subsection (a) shall restrict suspensions. Planned transitions to settings that are able to better meet a child's needs are not considered a suspension for purposes of this paragraph (8). The superintendent of a school district, the director of an early childhood program, or the superintendent's or director's equivalent shall be required to provide verbal or written approval to suspend a student in preschool for longer than 3 days. If such approval is not received by the third day, the student shall return to school by the fourth day. For suspensions of longer than 3 days, the length of the suspension for any student in preschool shall not be for longer than the number of days required by the school district or early childhood program to review, amend, develop, or implement a behavior intervention plan or safety plan. (b) Notwithstanding any other provisions of this Section, grantees may serve children ages 0 to 12 of essential workers if the Governor has declared a disaster due to a public health emergency pursuant to Section 7 of the Illinois Emergency Management Agency Act. The Department of Early Childhood may adopt rules to administer this subsection. (Source: P.A. 103-594, eff. 6-25-24; 104-546, eff. 7-1-28 (see Section 90 of P.A. 104-803 for effective date of P.A. 104-546).)
325 ILCS 3/15-35
(325 ILCS 3/15-35) Sec. 15-35. Chronic absenteeism in preschool children. (a) In this Section, "chronic absence" means absences that total 10% or more of school days of the most recent academic school year, including absences with and without valid cause, as defined in Section 26-2a of the School Code. (b) The General Assembly makes all of the following findings: (1) The early years are an extremely important period in a child's learning and development. (2) Missed learning opportunities in the early years make it difficult for a child to enter kindergarten ready for success. (3) Attendance patterns in the early years serve as predictors of chronic absenteeism and reduced educational outcomes in later school years. Therefore, it is crucial that the implications of chronic absence be understood and reviewed regularly under the Preschool for All Program and Preschool for All Expansion Program under Section 15-30 of this Act. (c) The Preschool for All Program and Preschool for All Expansion Program under Section 15-30 of this Act shall collect and review its chronic absence data and determine what support and resources are needed to positively engage chronically absent students and their families to encourage the habit of daily attendance and promote success. (d) The Preschool for All Program and Preschool for All Expansion Program under Section 15-30 of this Act are encouraged to do all of the following: (1) Provide support to students who are at risk of reaching or exceeding chronic absence levels. (2) Make resources available to families, such as those available through the State Board of Education's Family Engagement Framework, to support and encourage families to ensure their children's daily program attendance. (3) Include information about chronic absenteeism as part of their preschool to kindergarten transition resources. (e) On or before July 1, 2020, and annually thereafter through June 30, 2026, the Preschool for All Program and Preschool for All Expansion Program shall report all data collected under subsection (c) of this Section to the State Board of Education, which shall make the report publicly available via the Illinois Early Childhood Asset Map Internet website and the Preschool for All Program or Preschool for All Expansion Program triennial report. (e-5) On and after July 1, 2026, the Preschool for All Program and Preschool for All Expansion Program shall report all data collected under subsection (c) to the Department of Early Childhood, which shall review the chronic absence data to determine what support and resources are needed to positively engage chronically absent students and their families to encourage the habit of daily attendance and promote success. The Department shall also report all data collected under this subsection and make a report publicly available via the Illinois Early Childhood Asset Map Internet website and the Preschool for All Program or Preschool for All Expansion Program triennial report. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/15-40
(325 ILCS 3/15-40) Sec. 15-40. Restrictions on prekindergarten assessments. (a) In this Section: "Diagnostic and screening purposes" means for the purpose of determining if individual students need remedial instruction or to determine eligibility for special education, early intervention, bilingual education, dyslexia services, or other related educational services. Any assessment used to determine eligibility for special education or related services must be consistent with Section 614 of the federal Individuals with Disabilities Education Act. "Diagnostic and screening purposes" includes the identification and evaluation of students with disabilities. "Diagnostic and screening purposes" does not include any assessment in which student scores are used to rate or rank a classroom, program, teacher, school, school district, or jurisdiction. "Standardized assessment" means an assessment that requires all student test takers to answer the same questions, or a selection of questions from a common bank of questions, in the same manner or substantially the same questions in the same manner. "Standardized assessment" does not include an observational assessment tool used to satisfy the requirements of Section 2-3.64a-10 of the School Code. (b) Consistent with Section 2-3.64a-15 of the School Code, the Department of Early Childhood may not develop, purchase, or require a school district to administer, develop, or purchase a standardized assessment for students enrolled or preparing to enroll in prekindergarten, other than for diagnostic and screening purposes. (c) Consistent with Section 2-3.64a-15 of the School Code, the Department of Early Childhood may not provide funding for any standardized assessment of students enrolled or preparing to enroll in prekindergarten, other than for diagnostic and screening purposes. (d) Nothing in this Section shall be construed to limit the ability of a classroom teacher or school district to develop, purchase, administer, or score an assessment for an individual classroom, grade level, or group of grade levels in any subject area in prekindergarten. (e) Nothing in this Section limits procedures used by a school or school district for child find under 34 CFR 300.111(c) or evaluation under 34 CFR 300.304. (f) Nothing in this Section restricts the use of an annual assessment of English proficiency of all English learners to comply with Section 1111(b)(2)(G) of the federal Elementary and Secondary Education Act of 1965. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/15-45
(325 ILCS 3/15-45) Sec. 15-45. Grants for early childhood parental training programs. On and after July 1, 2026, the Department of Early Childhood shall implement and administer a grant program consisting of grants to public school districts and other eligible entities, as defined by the Department, to conduct early childhood parental training programs for the parents of children in the period of life from birth to prekindergarten. A public school district that receives grants under this Section may contract with other eligible entities to conduct an early childhood parental training program. These grants must be used to supplement, not supplant, funds received from any other source. A school board or other eligible entity shall employ appropriately qualified personnel for its early childhood parental training program, including but not limited to certified teachers, counselors, psychiatrists, psychologists and social workers. (a) As used in this Section, "parental training" means and includes instruction in the following: (1) Child growth and development, including prenatal development. (2) Childbirth and child care. (3) Family structure, function and management. (4) Prenatal and postnatal care for mothers and infants. (5) Prevention of child abuse. (6) The physical, mental, emotional, social, economic and psychological aspects of interpersonal and family relationships. (7) Parenting skill development. The programs shall include activities that require substantial participation and interaction between parent and child. (b) The Department shall annually award funds through a grant approval process established by the Department, providing that an annual appropriation is made for this purpose from State, federal or private funds. Nothing in this Section shall preclude school districts from applying for or accepting private funds to establish and implement programs. (c) The Department shall assist those districts and other eligible entities offering early childhood parental training programs, upon request, in developing instructional materials, training teachers and staff, and establishing appropriate time allotments for each of the areas included in such instruction. (d) School districts and other eligible entities may offer early childhood parental training courses during that period of the day which is not part of the regular school day. Residents of the community may enroll in such courses. The school board or other eligible entity may establish fees and collect such charges as may be necessary for attendance at such courses in an amount not to exceed the per capita cost of the operation thereof, except that the board or other eligible entity may waive all or part of such charges if it determines that the parent is indigent or that the educational needs of the parent require his or her attendance at such courses. (e) Parents who participate in early childhood parental training programs under this Section may be eligible for reasonable reimbursement of any incidental transportation and child care expenses from the school district receiving funds pursuant to this Section. (f) Districts and other eligible entities receiving grants pursuant to this Section shall coordinate programs created under this Section with other preschool educational programs, including "at-risk" preschool programs, special and vocational education, and related services provided by other governmental agencies and not-for-profit agencies. (g) Early childhood programs under this Section are subject to the requirements under paragraph (7) of subsection (a) of Section 15-30 of this Act. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/15-50
(325 ILCS 3/15-50) Sec. 15-50. Early childhood construction grants. (a) The Capital Development Board is authorized to make grants to public school districts and not-for-profit entities for early childhood construction projects, except that in Fiscal Year 2024 those grants may be made only to public school districts. These grants shall be paid out of moneys appropriated for that purpose from the School Construction Fund, the Build Illinois Bond Fund, or the Rebuild Illinois Projects Fund. No grants may be awarded to entities providing services within private residences. A public school district or other eligible entity must provide local matching funds in the following manner: (1) A public school district assigned to Tier 1 under Section 18-8.15 of the School Code or any other eligible entity in an area encompassed by that district must provide local matching funds in an amount equal to 3% of the grant awarded under this Section. (2) A public school district assigned to Tier 2 under Section 18-8.15 of the School Code or any other eligible entity in an area encompassed by that district must provide local matching funds in an amount equal to 7.5% of the grant awarded under this Section. (3) A public school district assigned to Tier 3 under Section 18-8.15 of the School Code or any other eligible entity in an area encompassed by that district must provide local matching funds in an amount equal to 8.75% of the grant awarded under this Section. (4) A public school district assigned to Tier 4 under Section 18-8.15 of the School Code or any other eligible entity in an area encompassed by that district must provide local matching funds in an amount equal to 10% of the grant awarded under this Section. A public school district or other eligible entity has no entitlement to a grant under this Section. (b) The Capital Development Board shall adopt rules to implement this Section. These rules need not be the same as the rules for school construction project grants or school maintenance project grants. The rules may specify: (1) the manner of applying for grants; (2) project eligibility requirements; (3) restrictions on the use of grant moneys; (4) the manner in which school districts and other eligible entities must account for the use of grant moneys; (5) requirements that new or improved facilities be used for early childhood and other related programs for a period of at least 10 years; and (6) any other provision that the Capital Development Board determines to be necessary or useful for the administration of this Section. (b-5) When grants are made to non-profit corporations for the acquisition or construction of new facilities, the Capital Development Board or any State agency it so designates shall hold title to or place a lien on the facility for a period of 10 years after the date of the grant award, after which title to the facility shall be transferred to the non-profit corporation or the lien shall be removed, provided that the non-profit corporation has complied with the terms of its grant agreement. When grants are made to non-profit corporations for the purpose of renovation or rehabilitation, if the non-profit corporation does not comply with item (5) of subsection (b) of this Section, the Capital Development Board or any State agency it so designates shall recover the grant pursuant to the procedures outlined in the Illinois Grant Funds Recovery Act. (c) On and after July 1, 2026, the Capital Development Board, in consultation with the Department of Early Childhood, shall establish standards for the determination of priority needs concerning early childhood projects based on projects located in communities in the State with the greatest underserved population of young children, utilizing Census data and other reliable local early childhood service data. (d) In each school year in which early childhood construction project grants are awarded, 20% of the total amount awarded shall be awarded to a school district with a population of more than 500,000, provided that the school district complies with the requirements of this Section and the rules adopted under this Section. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/15-55
(325 ILCS 3/15-55) Sec. 15-55. Infant/early childhood mental health consultations. (a) Findings; policies. (1) The General Assembly finds that social and emotional development is a core, developmental domain in young children and is codified in the Illinois Early Learning Standards. (2) Fostering social and emotional development in, early childhood means both providing the supportive settings and interactions to maximize healthy social and emotional development for all children, as well as providing communities, programs, and providers with systems of tiered supports with training to respond to more significant social and emotional challenges or where experiences of trauma may be more prevalent. (3) Early care and education programs and providers, across a range of settings, have an important role to play in supporting young children and families, especially those who face greater challenges, such as trauma exposure, social isolation, pervasive poverty, and toxic stress. If programs, teaching staff, caregivers, and providers are not provided with the support, services, and training needed to accomplish these goals, it can lead to children and families being asked to leave programs, particularly without connection to more appropriate services, thereby creating a disruption in learning and social-emotional development. Investments in reflective supervision, professional development specific to diversity, equity, and inclusion practice, culturally responsive training, implicit bias training, and how trauma experienced during the early years can manifest in challenging behaviors will create systems for serving children that are informed in developmentally appropriate and responsive supports. (4) Studies have shown that the expulsion of infants, toddlers, and young children in early care and education settings is occurring at alarmingly high rates, more than 3 times that of students in K-12; further, expulsion occurs more frequently for Black children and Latinx children and more frequently for boys than for girls, with Black boys being most frequently expelled; there is evidence to show that the expulsion of Black girls is occurring with increasing frequency. (5) Illinois took its first steps toward addressing this disparity through Public Act 100-105 to prohibit expulsion due to child behavior in early care and education settings, but further work is needed to implement this law, including strengthening provider understanding of a successful transition and beginning to identify strategies to reduce "soft expulsions" and to ensure more young children and their teachers, providers, and caregivers, in a range of early care and education settings, can benefit from services, such as Infant/Early Childhood Mental Health Consultations (I/ECMHC) and positive behavior interventions and supports such as the Pyramid Model. (6) I/ECMHC is a critical component needed to align social-emotional well-being with the public health model of promotion, prevention, and intervention across early care and education systems. (b) The General Assembly encourages that all of the following actions be taken by: (1) the State to increase the availability of Infant/Early Childhood Mental Health Consultations (I/ECMHC) through increased funding in early childhood programs and sustainable funding for coordination of I/ECMHC and other social and emotional support at the State level; (2) the Department of Early Childhood, the Department of Human Services, the Illinois State Board of Education, and other relevant agencies to develop and promote provider-accessible and parent-accessible materials, including native language, on the role and value of I/ECMHC, including targeted promotion in underserved communities, and promote the use of existing I/ECMHCs, the I/ECMHC consultant database, or other existing services; (3) the State to increase funding to promote and provide training and implementation support for systems of tiered support, such as the Pyramid Model, across early childhood settings and urge the Department of Early Childhood, the Department of Human Services, the Illinois State Board of Education, and other relevant State agencies to coordinate efforts and develop strategies to provide outreach to and support providers in underserved communities and communities with fewer programmatic resources; and (4) State agencies to provide the data required by Public Act 100-105, even if the data is incomplete at the time due to data system challenges. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/20-5 Transition
(325 ILCS 3/20-5) Sec. 20-5. Transition. Beginning July 1, 2024, the Department of Early Childhood and the Department of Human Services shall collaborate and plan for the transition of child care services for children established in Section 5.15 of the Children and Family Services Act. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/20-10
(325 ILCS 3/20-10) Sec. 20-10. Child care. (a) The General Assembly recognizes that families with children need child care in order to work. Child care is expensive and families with limited access to economic resources, including those who are transitioning from welfare to work, often struggle to pay the costs of day care. The General Assembly understands the importance of helping working families with limited access to economic resources become and remain self-sufficient. The General Assembly also believes that it is the responsibility of families to share in the costs of child care. It is also the preference of the General Assembly that all working families with limited access to economic resources should be treated equally, regardless of their welfare status. (b) On and after July 1, 2026, to the extent resources permit, the Illinois Department of Early Childhood shall provide child care services to parents or other relatives as defined by rule who are working or participating in employment or Department approved education or training programs as prescribed in Section 9A-11 of the Illinois Public Aid Code. (c) Smart Start Child Care Program. Through June 30, 2026, subject to appropriation, the Department of Human Services shall establish and administer the Smart Start Child Care Program. On and after July 1, 2026, the Department of Early Childhood shall administer the Smart Start Child Care Program. The Smart Start Child Care Program shall focus on creating affordable child care, as well as increasing access to child care, for Illinois residents and may include, but is not limited to, providing funding to increase preschool availability, providing funding for childcare workforce compensation or capital investments, and expanding funding for Early Childhood Access Consortium for Equity Scholarships. The Department with authority to administer the Smart Start Child Care Program shall establish program eligibility criteria, participation conditions, payment levels, and other program requirements by rule. The Department with authority to administer the Smart Start Child Care Program may consult with the Capital Development Board, the Department of Commerce and Economic Opportunity, the State Board of Education, and the Illinois Housing Development Authority, and other state agencies as determined by the Department in the management and disbursement of funds for capital-related projects. The Capital Development Board, the Department of Commerce and Economic Opportunity, the State Board of Education, and the Illinois Housing Development Authority, and other state agencies as determined by the Department shall act in a consulting role only for the evaluation of applicants, scoring of applicants, or administration of the grant program. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/20-15
(325 ILCS 3/20-15) Sec. 20-15. Early care and education services. (a) For the purpose of ensuring effective statewide planning, development, and utilization of resources for the early care and education of children, operated under various auspices, the Department of Early Childhood is designated on and after July 1, 2026 to coordinate all early care and education activities for children of the State and shall develop or continue, and shall update every year, a State comprehensive early care and education plan for submission to the Governor that identifies high-priority areas and groups, relating them to available resources and identifying the most effective approaches to the use of existing early care and education services. The State comprehensive early care and education plan shall be made available to the General Assembly following the Governor's approval of the plan. The plan shall include methods and procedures for the development of additional early care and education resources for children to meet the goal of reducing short-run and long-run dependency and to provide necessary enrichment and stimulation to the education of young children. Recommendations shall be made for State policy on optimum use of private and public, local, State and federal resources, including an estimate of the resources needed for the licensing and regulation of early care and education facilities. A written report shall be submitted to the Governor and the General Assembly annually on April 15. The report shall include an evaluation of developments over the preceding fiscal year, including cost-benefit analyses of various arrangements. Beginning with the report in 1990 submitted by the Department's predecessor agency and every 2 years thereafter, the report shall also include the following: (1) An assessment of the child care services, needs and available resources throughout the State and an assessment of the adequacy of existing early care and education services, including, but not limited to, services assisted under this Act and under any other program administered by other State agencies. (2) A survey of early care and education facilities to determine the number of qualified caregivers, as defined by rule, attracted to vacant positions and any problems encountered by facilities in attracting and retaining capable caregivers. The report shall include an assessment, based on the survey, of improvements in employee benefits that may attract capable caregivers. (3) The average wages and salaries and fringe benefit packages paid to caregivers throughout the State, computed on a regional basis, compared to similarly qualified employees in other but related fields. (4) The qualifications of new caregivers hired by licensed early care and education providers during the previous 2-year period. (5) Recommendations for increasing caregiver wages and salaries to ensure quality care for children. (6) Evaluation of the fee structure and income eligibility for early care and education subsidized by the State. (b) The Department of Early Childhood shall establish policies and procedures for developing and implementing interagency agreements with other agencies of the State providing child care services or reimbursement for such services. The plans shall be annually reviewed and modified for the purpose of addressing issues of applicability and service system barriers. (c) In cooperation with other State agencies, the Department of Early Childhood shall develop and implement, or shall continue, a resource and referral system for the State of Illinois either within the Department or by contract with local or regional agencies. Funding for implementation of this system may be provided through Department appropriations or other interagency funding arrangements. The resource and referral system shall provide at least the following services: (1) Assembling and maintaining a database on the supply of early care and education services. (2) Providing information and referrals for parents. (3) Coordinating the development of new early care and education resources. (4) Providing technical assistance and training to early care and education service providers. (5) Recording and analyzing the demand for early care and education services. (d) The Department of Early Childhood shall conduct early care and education planning activities with the following priorities: (1) Development of voluntary early care and education resources wherever possible, with the provision for grants-in-aid only where demonstrated to be useful and necessary as incentives or supports. The Department shall design a plan to create more child care slots as well as goals and timetables to improve quality and accessibility of child care. (2) Emphasis on service to children of recipients of public assistance when such service will allow training or employment of the parent toward achieving the goal of independence. (3) Care of children from families in stress and crises whose members potentially may become, or are in danger of becoming, non-productive and dependent. (4) Expansion of family early care and education facilities wherever possible. (5) Location of centers in economically depressed neighborhoods, preferably in multi-service centers with cooperation of other agencies. The Department shall coordinate the provision of grants, but only to the extent funds are specifically appropriated for this purpose, to encourage the creation and expansion of early care and education centers in high need communities to be issued by the State, business, and local governments. (6) Use of existing facilities free of charge or for reasonable rental whenever possible in lieu of construction. (7) Development of strategies for assuring a more complete range of early care and education options, including provision of early care and education services in homes, in schools, or in centers, which will enable parents to complete a course of education or obtain or maintain employment and the creation of more child care options for swing shift, evening, and weekend workers and for working women with sick children. The Department shall encourage companies to provide early care and education in their own offices or in the building in which the corporation is located so that employees of all the building's tenants can benefit from the facility. (8) Development of strategies for subsidizing students pursuing degrees in the early care and education field. (9) Continuation and expansion of service programs that assist teen parents to continue and complete their education. Emphasis shall be given to support services that will help to ensure such parents' graduation from high school and to services for participants in any programs of job training conducted by the Department. (e) The Department of Early Childhood shall actively stimulate the development of public and private resources at the local level. It shall also seek the fullest utilization of federal funds directly or indirectly available to the Department. Where appropriate, existing non-governmental agencies or associations shall be involved in planning by the Department. (Source: P.A. 103-594, eff. 6-25-24; 104-480, eff. 7-1-26.)
325 ILCS 3/20-20
(325 ILCS 3/20-20) Sec. 20-20. Day care facilities for the children of migrant workers. On and after July 1, 2026, the Department of Early Childhood shall operate day care facilities for the children of migrant workers in areas of the State where they are needed. The Department of Early Childhood may provide these day care services by contracting with private centers if practicable. "Migrant worker" means any person who moves seasonally from one place to another, within or without the State, for the purpose of employment in agricultural activities. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/20-25
(325 ILCS 3/20-25) Sec. 20-25. Licensing day care facilities. (a) Beginning July 1, 2024, the Department of Early Childhood and the Department of Children and Family Services shall collaborate and plan for the transition of administrative responsibilities related to licensing day care centers, day care homes, and group day care homes as prescribed throughout the Child Care Act of 1969. (b) Beginning July 1, 2026, the Department of Early Childhood shall manage all facets of licensing for day care centers, day care homes, and group day care homes as prescribed throughout the Child Care Act of 1969. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/20-30 Off-Hours Child Care Program
(325 ILCS 3/20-30) Sec. 20-30. Off-Hours Child Care Program. (a) Legislative intent. The General Assembly finds that: (1) Finding child care can be a challenge for firefighters, paramedics, police officers, nurses, and other third shift workers across the State who often work non-typical work hours. This can impact home life, school, bedtime routines, job safety, and the mental health of some of our most critical front line workers and their families. (2) There is a need for increased options for off-hours child care in the State. (3) Illinois has a vested interest in ensuring that our first responders and working families can provide their children with appropriate care during off hours to improve the morale of existing first responders and to improve recruitment into the future. (b) As used in this Section, "first responders" means emergency medical services personnel as defined in the Emergency Medical Services (EMS) Systems Act, firefighters, law enforcement officers, and, as determined by the Department of Early Childhood on and after July 1, 2026, any other workers who, on account of their work schedule, need child care outside of the hours when licensed child care facilities typically operate. (c) Beginning July 1, 2026, the Department of Early Childhood shall administer the Off-Hours Child Care Program to help first responders and other workers identify and access off-hours, night, or sleep time child care, subject to appropriation. Services funded under the program must address the child care needs of first responders. Funding provided under the program may also be used to cover any capital and operating expenses related to the provision of off-hours, night, or sleep time child care for first responders. The Department of Early Childhood may adopt any rules necessary to implement the program. (d) All costs associated with the Off-Hours Child Care Program shall be paid from the Off-Hours Child Care Program Fund, a special fund that was created under Section 1-75 of the Department of Human Services Act (repealed) and was continued under Public Act 103-594. The Department shall deposit any moneys, whether public or private, received for the purposes of this Section in the Fund. Moneys in the Fund may be expended for the purposes of this Section and for no other purposes. All interest earned on moneys in the Fund shall be retained in the Fund. (Source: P.A. 103-594, eff. 6-25-24; 104-466, eff. 7-1-26.)
325 ILCS 3/20-35 Great START program
(325 ILCS 3/20-35) Sec. 20-35. Great START program. (a) Through June 30, 2026, the Department of Human Services shall, subject to a specific appropriation for this purpose, operate a Great START (Strategy To Attract and Retain Teachers) program. The goal of the program is to improve children's developmental and educational outcomes in child care by encouraging increased professional preparation by staff and staff retention. The Great START program shall coordinate with the TEACH professional development program. The program shall provide wage supplements and may include other incentives to licensed child care center personnel, including early childhood teachers, school-age workers, early childhood assistants, school-age assistants, and directors, as such positions are defined by administrative rule of the Department of Children and Family Services. The program shall provide wage supplements and may include other incentives to licensed family day care home personnel and licensed group day care home personnel, including caregivers and assistants as such positions are defined by administrative rule of the Department of Children and Family Services. Individuals will receive supplements commensurate with their qualifications. (b) On and after July 1, 2026, the Department of Early Childhood shall, subject to a specific appropriation for this purpose, operate a Great START program. The goal of the program is to improve children's developmental and educational outcomes in child care by encouraging increased professional preparation by staff and staff retention. The Great START program shall coordinate with the TEACH professional development program. The program shall provide wage supplements and may include other incentives to licensed child care center personnel, including early childhood teachers, school-age workers, early childhood assistants, school-age assistants, and directors, as such positions are defined by administrative rule by the Department pursuant to subsections (a) and this subsection. (c) The Department, pursuant to subsections (a) and (b), shall, by rule, define the scope and operation of the program, including a wage supplement scale. The scale shall pay increasing amounts for higher levels of educational attainment beyond minimum qualifications and shall recognize longevity of employment. Subject to the availability of sufficient appropriation, the wage supplements shall be paid to child care personnel in the form of bonuses at 6-month intervals. Six months of continuous service with a single employer is required to be eligible to receive a wage supplement bonus. Wage supplements shall be paid directly to individual day care personnel, not to their employers. Eligible individuals must provide to the Department or its agent all information and documentation, including but not limited to college transcripts, to demonstrate their qualifications for a particular wage supplement level. If appropriations permit, the Department may include one-time signing bonuses or other incentives to help providers attract staff, provided that the signing bonuses are less than the supplement staff would have received if they had remained employed with another day care center or family day care home. If appropriations permit, the Department may include one-time longevity bonuses or other incentives to recognize staff who have remained with a single employer. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/20-40
(325 ILCS 3/20-40) Sec. 20-40. Programs to train low-income older persons to be child care workers. On and after July 1, 2026, the Department of Early Childhood may, in conjunction with colleges or universities in this State, establish programs to train low-income older persons to be child care workers. The Department shall prescribe, by rule: (a) age and income qualifications for persons to be trained under such programs; and (b) standards for such programs to ensure that such programs train participants to be skilled workers for the child care industry. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/20-45
(325 ILCS 3/20-45) Sec. 20-45. Home child care demonstration project; conversion and renovation grants; Department of Early Childhood. (a) The General Assembly finds that the demand for quality child care far outweighs the number of safe, quality spaces for our children. The purpose of this Section is to increase the number of child care providers by: (1) developing a demonstration project to train individuals to become home child care providers who are able to establish and operate their own child care facility; and (2) providing grants to convert and renovate existing facilities. (b) On and after July 1, 2026, the Department of Early Childhood may from appropriations from the Child Care Assistance Fund establish a demonstration project to train individuals to become home child care providers who are able to establish and operate their own home-based child care facilities. On and after July 1, 2026, the Department of Early Childhood is authorized to use appropriations for this purpose from the child care and development funds deposited into the DHS Special Purposes Trust Fund as described in Section 12-10 of the Illinois Public Aid Code or deposited into the Child Care Assistance Fund. As an economic development program, the project's focus is to foster individual self-sufficiency through an entrepreneurial approach by the creation of new jobs and opening of new small home-based child care businesses. The demonstration project shall involve coordination among State and county governments and the private sector, including, but not limited to: the community college system, the Departments of Labor and Commerce and Economic Opportunity, the State Board of Education, large and small private businesses, non-profit programs, unions, and child care providers in the State. (c) On and after July 1, 2026, the Department of Early Childhood may from appropriations from the Child Care Assistance Fund provide grants to family child care providers and center based programs to convert and renovate existing facilities, to the extent permitted by federal law, so additional family child care homes and child care centers can be located in such facilities. (1) Applications for grants shall be made to the Department and shall contain information as the Department shall require by rule. Every applicant shall provide assurance to the Department that: (A) the facility to be renovated or improved shall be used as family child care home or child care center for a continuous period of at least 5 years; (B) any family child care home or child care center program located in a renovated or improved facility shall be licensed by the Department; (C) the program shall comply with applicable federal and State laws prohibiting discrimination against any person on the basis of race, color, national origin, religion, creed, or sex; (D) the grant shall not be used for purposes of entertainment or perquisites; (E) the applicant shall comply with any other requirement the Department may prescribe to ensure adherence to applicable federal, State, and county laws; (F) all renovations and improvements undertaken with funds received under this Section shall comply with all applicable State and county statutes and ordinances including applicable building codes and structural requirements of the Department; and (G) the applicant shall indemnify and save harmless the State and its officers, agents, and employees from and against any and all claims arising out of or resulting from the renovation and improvements made with funds provided by this Section, and, upon request of the Department, the applicant shall procure sufficient insurance to provide that indemnification. (2) To receive a grant under this Section to convert an existing facility into a family child care home or child care center facility, the applicant shall: (A) agree to make available to the Department all records it may have relating to the operation of any family child care home and child care center facility, and to allow State agencies to monitor its compliance with the purpose of this Section; (B) agree that, if the facility is to be altered or improved, or is to be used by other groups, moneys appropriated by this Section shall be used for renovating or improving the facility only to the proportionate extent that the floor space will be used by the child care program; and (C) establish, to the satisfaction of the Department, that sufficient funds are available for the effective use of the facility for the purpose for which it is being renovated or improved. (3) In selecting applicants for funding, the Department shall make every effort to ensure that family child care home or child care center facilities are equitably distributed throughout the State according to demographic need. The Department shall give priority consideration to rural/Downstate areas of the State that are currently experiencing a shortage of child care services. (4) In considering applications for grants to renovate or improve an existing facility used for the operations of a family child care home or child care center, the Department shall give preference to applications to renovate facilities most in need of repair to address safety and habitability concerns. No grant shall be disbursed unless an agreement is entered into between the applicant and the State, by and through the Department. The agreement shall include the assurances and conditions required by this Section and any other terms which the Department may require. (Source: P.A. 103-594, eff. 6-25-24; 104-466, eff. 7-1-26.)
325 ILCS 3/80-5
(325 ILCS 3/80-5) Sec. 80-5. Transfer of functions. On and after July 1, 2026: (a) The powers, duties, rights, and responsibilities vested in the transferring agencies relating to early care and education programs and services to children and families transferred by this Act shall be vested in and shall be exercised by the Department of Early Childhood. (b) Personnel employed by the Department of Human Services or the Department of Children and Family Services who are engaged in the performance of functions transferred to the Department or who are engaged in the administration of a law the administration of which is transferred to the Department shall be transferred to the Department of Early Childhood. The status and rights of the employees and the State of Illinois or its transferring agencies under the Personnel Code, the Illinois Public Labor Relations Act, and applicable collective bargaining agreements, or under any pension, retirement, or annuity plan, shall not be affected by this Act. (c) All books, records, papers, documents, property (real and personal), contracts, causes of action, and pending business pertaining to the powers, duties, rights, and responsibilities relating to functions transferred under this Act to the Department of Early Childhood, including, but not limited to, material in electronic or magnetic format and necessary computer hardware and software, shall be transferred to the Department. (d) Whenever reports or notices are now required to be made or given or papers or documents furnished or served by any person in connection with any of the powers, duties, rights, and responsibilities relating to functions transferred by this Act, the same shall be made, given, furnished, or served in the same manner to or upon the Department. (e) This Act does not affect any act done, ratified, or canceled or any right occurring or established or any action or proceeding had or commenced in an administrative, civil, or criminal cause by each transferring agency relating to functions transferred by this Act before the transfer of responsibilities; such actions or proceedings may be prosecuted and continued by the Department. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/80-10
(325 ILCS 3/80-10) Sec. 80-10. Rules and standards. (a) The rules and standards of the Department's predecessor agencies that are in effect on June 30, 2026 and pertain to the rights, powers, duties, and functions transferred to the Department under this Act shall become the rules and standards of the Department of Early Childhood on July 1, 2026 and shall continue in effect until amended or repealed by the Department. (b) Any rules pertaining to the rights, powers, duties, and functions transferred to the Department under this Act that have been proposed by a predecessor agency but have not taken effect or been finally adopted by June 30, 2026 shall become proposed rules of the Department of Early Childhood on July 1, 2026, and any rulemaking procedures that have already been completed by the predecessor agency for those proposed rules need not be repeated. (c) As soon as practical after July 1, 2026, the Department of Early Childhood shall revise and clarify the rules transferred to it under this Act to reflect the reorganization of rights, powers, duties, and functions effected by this Act using the procedures for recodification of rules available under the Illinois Administrative Procedure Act, except that existing Title, Part, and Section numbering for the affected rules may be retained. The Department may propose and adopt under the Illinois Administrative Procedure Act such other rules as may be necessary to consolidate and clarify the rules of the agencies reorganized by this Act. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/80-15
(325 ILCS 3/80-15) Sec. 80-15. Savings provisions. (a) The rights, powers, duties, and functions transferred to the Department of Early Childhood by this Act shall be vested in and exercised by the Department subject to the provisions of this Act. An act done by the Department or an officer, employee, or agent of the Department in the exercise of the transferred rights, powers, duties, or functions shall have the same legal effect as if done by the predecessor agency or an officer, employee, or agent of the predecessor agency. (b) The transfer of rights, powers, duties, and functions to the Department of Early Childhood under this Act does not invalidate any previous action taken by or in respect to any of its predecessor agencies or their officers, employees, or agents. References to those predecessor agencies or their officers, employees or agents in any document, contract, agreement, or law shall, in appropriate contexts, be deemed to refer to the Department or its officers, employees, or agents. (c) The transfer of rights, powers, duties, and functions to the Department of Early Childhood under this Act does not affect any person's rights, obligations, or duties, including any civil or criminal penalties applicable thereto, arising out of those transferred rights, powers, duties, and functions. (d) With respect to matters that pertain to a right, power, duty, or function transferred to the Department of Early Childhood under this Act: (1) Beginning July 1, 2026, a report or notice that was previously required to be made or given by any person to a predecessor agency or any of its officers, employees, or agents shall be made or given in the same manner to the Department or its appropriate officer, employee, or agent. (2) Beginning July 1, 2026, a document that was previously required to be furnished or served by any person to or upon a predecessor agency or any of its officers, employees, or agents shall be furnished or served in the same manner to or upon the Department or its appropriate officer, employee, or agent. (e) This Act does not affect any act done, ratified, or canceled, any right occurring or established, or any action or proceeding had or commenced in an administrative, civil, or criminal cause before July 1, 2026. Any such action or proceeding that pertains to a right, power, duty, or function transferred to the Department of Early Childhood under this Act and that is pending on that date may be prosecuted, defended, or continued by the Department of Early Childhood. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/95-5 The Child Care Act of 1969 is amended by repealing Section 2.11
(325 ILCS 3/95-5) Sec. 95-5. The Child Care Act of 1969 is amended by repealing Section 2.11. (Source: P.A. 103-594, eff. 7-1-26.)
325 ILCS 3/95-10
(325 ILCS 3/95-10) Sec. 95-10. (Amendatory provisions; text omitted). (Source: P.A. 103-594, eff. 7-1-26; text omitted.)
325 ILCS 3/99-1
(325 ILCS 3/99-1) Sec. 99-1. No acceleration or delay. Where this Act makes changes in a statute that is represented in this Act by text that is not yet or no longer in effect (for example, a Section represented by multiple versions), the use of that text does not accelerate or delay the taking effect of (i) the changes made by this Act or (ii) provisions derived from any other Public Act. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/99-5 Severability
(325 ILCS 3/99-5) Sec. 99-5. Severability. The provisions of this Act are severable under Section 1.31 of the Statute on Statutes. (Source: P.A. 103-594, eff. 6-25-24.)
325 ILCS 3/99-99
(325 ILCS 3/99-99) Sec. 99-99. Effective date. This Act takes effect upon becoming law, except Article 95 takes effect on July 1, 2026. (Source: P.A. 103-594, eff. 6-25-24.)
Source: Open US Law by Vaquill AI (CC BY 4.0)URL: https://www.ilga.gov/legislation/ilcs/ilcs.aspFetched: 10/17/2026