A developmental screening is a brief and simple process that takes a closer look at how a child is developing and can tell if the child is learning basic skills or if there are delays. Conducting screenings benefits children in that those with delays can receive the support and services they need in order to try to catch up in development to their peers and reach their full potential. Collaborative developmental screenings is a Community Systems Development (CSD) strategy where different stakeholders and sectors collaborate to coordinate and conduct screenings, so more children can be screened and more children will then receive the services they need. Early childhood community collaborations around the state may be interested in learning more about this strategy as they work to support families with young children in their community. 

In this course, users will explore benefits of collaborative developmental screenings, implementation and implementation challenges of collaborative developmental screenings, and how to create a plan for collaborative developmental screenings. This course is complementary to the course on CSD and shared intake, another CSD strategy, and all courses can be accessed at any time. A certificate of completion will be generated for individuals who complete the course as well as a survey. We have partnered with The Center: Resources for Teaching and Learning to offer ISBE Professional Development Hours (PDH) and with INCCRRA to offer this as a Gateways approved training. 

Collaboration Systems Development (CSD) is a concept that comes up repeatedly when discussing the work of early childhood community collaborations, but is not always thoroughly understood. CSD is a process by which community stakeholders from different sectors work in collaboration to focus and align their work, develop shared processes to achieve common outcomes, and take collective responsibility for the young children in their community. Essentially, there is recognition that there is work to be done that cannot be accomplished by a single individual or organization, and that CSD supports the ability of collaborations to enhance outcomes for young children and families in their community through a systems approach. 

These on-demand modules provide information, activities, and resources that will help collaborations understand CSD and how it applies to their work. Module 1 focuses on CSD and Module 2 focuses on early childhood collaborations. While this course is designed for the modules to be followed sequentially, they can be completed out of order. In addition, other courses have been developed around specific CSD strategies such as shared intake and collaborative developmental screenings that are complementary to this course. Modules can be accessed at any time. A certificate of completion will be generated for individuals who complete both modules as well as a survey. We have partnered with The Center: Resources for Teaching and Learning to offer ISBE Professional Development Hours (PDH) and with INCCRRA to offer this as a Gateways approved training. 

One of the areas that collaborations request training and technical assistance in again and again is data. Collaborations know that data is important but may not know how to go about making data-informed decisions that can strengthen and deepen the impact of their work with children and families. These on-demand modules provide information, activities, and resources that will help collaborations do their work more effectively which will ultimately improve outcomes for children and families in Illinois.

Module 1 provides an overview on the goals for the course and the data cycle. Module 2 helps collaborations assess community needs and narrow their focus on what data to collect, analyze, and communicate. Module 3 examines different data collection methods and how to maintain confidentiality and data security. Module 4 explores how to analyze data to extract meaning and draw data-informed conclusions that can influence and support decision-making. Module 5 is on communicating a data story in a way that conveys meaning and drives action. Module 6 completes the course by building understanding on why and how to create a data-informed culture.

While the course is designed for the modules to be followed sequentially, if certain topics are more pressing or interesting to explore, they can be completed out of order. Modules can be accessed at any time. A certificate of completion will be generated for individuals who complete all six modules as well as a survey. We have partnered with The Center: Resources for Teaching and Learning to offer ISBE Professional Development Hours (PDH) and with INCCRRA to offer this as a Gateways approved training. 

One of the areas that collaborations request training and technical assistance in again and again is data. Collaborations know that data is important but may not know how to go about making data-informed decisions that can strengthen and deepen the impact of their work with children and families. These on-demand modules provide information, activities, and resources that will help collaborations do their work more effectively which will ultimately improve outcomes for children and families in Illinois.

Module 1 provides an overview on the goals for the course and a review of quantitative data collection. Module 2 helps collaborations assess community needs and outline a plan to collect data. Module 3 examines how to collect data through surveys, focus groups, and interviews. Module 4 explores how to present data in a way that can influence and support decision-making. 

Users can adapt the resources offered in this course to meet the unique needs of their collaboration and community to:

· Further build collaboration knowledge of and comfort with data

· Solidify skills around conducting surveys, focus groups, and interviews

· Develop a plan for organizing data-centered events

Because governance is so fundamental to a responsive and effective collaboration, addressing it can lead to tangible benefits:

●          When difficult conflicts emerge, collaboration structure and processes are able to address them and promote equitable, strong decision-making and resolution.

 ●          When collaborations experience a major change--the departure of a key staff member, a change in fiscal sponsor, or the addition of new members--they have the critical knowledge and processes to support the transition.

●          When collaborations address governance issues well, they can see benefits in seemingly unrelated areas, such as member engagement and accountability.

CS3’s aim is that collaborations, no matter their experience level, will adopt and utilize governance documents that are inclusive, equitable, democratic, and effective. We believe that achieving this aim requires explicitly addressing parent and family engagement and racial equity in all aspects of governance.

Learning Modules and Lessons:

Please note that you must complete module 1 and 2 before proceeding to the other modules.  To get credit for the course, you do not need to complete all 5 modules. 

●         Module 1 - Overview of Governance

         ●         What is Governance?  

         ●         What will be covered in this online course? 

●         Module 2 - How is Collaboration Governance Different? 

         ●         Participatory Decision-Making

         ●         Characteristics of Responsive and Effective Collaborations

         ●         Building Inclusive Solutions. 

●         Module 3 - The Foundation:  Vision, Mission,Values and Principles 

         ●         Building a Charter

         ●         Vision and Mission: What's the Difference

         ●         Examining Your Vision and Mission

         ●         Core Values and Principles. 

●         Module 4 The Art of Decision-Making 

         ●         Exploring Decision-Making

         ●         Analyzing Impacts of Decision-Making Processes

         ●         Compare and Contrast Decision-Making Rules

●         Module 5 -Structuring for Success 

         ●         Examining Collaborations' Structures

         ●         Distributing Power and Authority

         ●         Collaboration Decisions

         ●         Defining Roles and Responsibilities

         ●         Designing Responsive and Effective Structures

Participants will also have the opportunity to practice--whether that be developing draft vision/mission statements, identifying the decision-making rules they like best--as well as reflect on their existing collaboration's processes and structure. 

Research and experience demonstrate that parent engagement in their children’s education results in better academic, social, and health outcomes for children. Engaging parents in early childhood collaborations is no exception.

When parents are meaningfully engaged in collaborations, they:

• Gain knowledge of available early childhood programs and resources
• Build skills, knowledge and leadership (self-determination/parent empowerment)
• Develop a support network
• Strengthen relationships with community
• Trust the early childhood system to be responsive to family and community needs

Equally important, early childhood systems that engage, listen to, and act on parent input are better positioned to address early childhood system problems. Parent engagement in community systems and policy work leads to early childhood programs and systems that work for all children and families.

Parent engagement is an integral component of community systems works. These modules were created to provide Illinois’ early childhood collaborations and early childhood stakeholders in general with the knowledge, resources, and tools to deepen their parent engagement practices.

Users can adapt the resources offered in this course to meet the unique needs of their collaboration and community to:

1. Deepen their understanding of parent engagement.
2. Draft a shared understanding of parent engagement and the core beliefs that will guide their collaboration’s efforts.
3. Examine the four parent engagement roles in the Community Systems and Policy level and learn how to strengthen partnerships with parents.
4. Develop a plan for engaging parents at their collaboration.

A certificate of completion will be generated for individuals who complete the course as well as a survey. We have partnered with The Center: Resources for Teaching and Learning to offer ISBE Professional Development Hours (PDH) and with INCCRRA to offer this as a Gateways approved training. 

Shared intake (also commonly known as coordinated intake) is a Community Systems Development (CSD) strategy that provides families with a single point of entry where their needs for support can be assessed and they can be referred to local services and programs that best fit the family’s needs. Using shared intake can eliminate duplication of services, improve access to services, allow maximum usage of services, create a streamlined process for recruitment, and promote collaboration. Early childhood community collaborations around the state may be interested in learning more about this strategy as they work to support families with young children in their community. 

In this course, users will explore benefits of shared intake, implementation and implementation challenges of shared intake, and how to create a plan for shared intake. This course is complementary to the course on CSD and collaborative developmental screenings, another CSD strategy, and all courses can be accessed at any time. A certificate of completion will be generated for individuals who complete the course as well as a survey. We have partnered with The Center: Resources for Teaching and Learning to offer ISBE Professional Development Hours (PDH) and with INCCRRA to offer this as a Gateways approved training.