ECEAP Expansion Plan: 2017-2018 - Washington State Department of Early Learning February 2018 - Department of ...
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ECEAP Expansion Plan: 2017-2018
Washington State Department of Early Learning
February 2018
Washington State Department of Early Learning
P.O. Box 40970
Olympia, WA 98504-0970
For more information email: ECEAP@del.wa.gov
Contents
I. Executive Summary.......................................................................................................................... I
II. INTRODUCTION TO THE ECEAP EXPANSION PLAN .......................................................................... 1
A. ECEAP Expansion Think Tank............................................................................................................ 1
B. Building a Unified Prenatal-to-3rd-Grade Early Learning System........................................................ 2
C. The Early Childhood Education and Assistance Program ................................................................... 3
D. Difference between ECEAP and High-Quality Child Care Programs ................................................... 4
III. WHERE WE ARE GOING ................................................................................................................... 5
A. Projected Slots at Entitlement, and by Year and Location ................................................................ 5
B. Important ECEAP Expansion Assumptions ........................................................................................ 5
C. Guiding Principles ............................................................................................................................ 5
D. Boosting ECEAP Outcomes through High-Quality Services ................................................................ 7
E. Strengthening Cultural and Linguistic Responsiveness ...................................................................... 7
F. Engaging, Preparing and Supporting New Providers ......................................................................... 8
G. Integrating State and Local Efforts................................................................................................... 9
H. Addressing Eligibility Issues that Limit ECEAP’s Impact ..................................................................... 9
I. Building the Workforce ..................................................................................................................... 9
J. Filling the Gap in Facilities................................................................................................................. 9
K. Strengthening ECEAP Administrative Capacity for Expansion .......................................................... 10
L. Coordinating Monitoring ................................................................................................................ 10
IV. HOW WE WILL GET THERE ................................................................................................................. 11
A. Slot Expansion ............................................................................................................................... 11
B. ECEAP Expansion Theory of Change and Four-Year Action Plans ..................................................... 11
V. ATTACHMENTS ................................................................................................................................... 27
ECEAP Expansion Plan: 2017-2018 School Year ii
Early Childhood Education and Assistance Program Expansion Plan
2017-2018 School Year
I. Executive Summary
Introduction to the ECEAP Expansion Plan
ECEAP is Washington’s voluntary pre-kindergarten program that prepares vulnerable 3- and 4-year-old children
who are furthest from opportunity for success in school and in life. The Department of Early Learning (DEL) is
implementing Early Start Act requirements while expanding ECEAP to be available for all eligible children
statewide by the 2022-2023 school year. (See RCW 43.215.456.) (Note: As of July 1, 2018, DEL and its services
will become part of the new Department of Children, Youth and Families [DCYF].)
This Expansion Plan, which will be updated annually, is designed to maximize ECEAP’s contribution to DEL’s goal
of “90 percent of Washington children being ready for kindergarten by 2020, with race and income no longer
predictors of success.” DEL extends its appreciation to the ECEAP Expansion Think Tank and other partners who
helped develop this plan.
ECEAP
Eligibility and services: ECEAP serves 3- and 4-year-old children whose families have very low incomes or who
are vulnerable due to developmental needs or environmental risk factors. ECEAP focuses on the well-being of
the whole child by providing comprehensive education, nutrition, health, and family support services. ECEAP
uses Part Day, Full Day, and Extended Day models to promote child outcomes and meet family needs.
Quality and effectiveness: The impact of high-quality prekindergarten programs is demonstrated by the
intensely evaluated New Jersey Abbott pre-kindergarten program which has seen long-term effects equivalent
to a 10-percentile boost in state test scores. By 5th grade, the achievement advantage from attending two years
of Abbott pre-kindergarten equals about
three quarters of a year of growth in
math and two-thirds of a year of growth ECEAP Expansion 20,651
Slots needed for statutory entitlement
in language arts. According to a study by Slots School year 2022-23:
+1,790 slots
the Washington State Institute for Public
Policy, ECEAP generates similarly 18,861
Slots School year 2021-22:
substantial gains in academic +1,790 slots
achievement in 3rd, 4th, and 5th grades.
17,071
Children in ECEAP make dramatic gains Slots School year 2020-21:
+1,790 slots
of 30-50 points in the percentage who 15,281
are at or above expectations for their Slots School year 2019-20:
+1,790 slots
age over the ECEAP year in domains of 13,491
Slots School year
development and learning (measured by 12,491 2018-19
GOLD®). ECEAP also closes achievement Slots School year
2017-18
gaps for the majority of children of
color, and dual language learners.
ECEAP Expansion Plan: 2017-2018 School Year iMeeting or exceeding age-level expectations translates into improved school readiness and success. Children
with two years of ECEAP are the most ready for school. 87 percent of children with two years of ECEAP were
ready for kindergarten in literacy development as they left ECEAP in the spring compared to 79 percent of
children with one year of ECEAP. Fall kindergarten entry WaKIDS scores demonstrate the need to address
summer learning loss and strengthen transitions into K-12 settings. However, the value of ECEAP is
demonstrated by WaKIDS scores that are 7.3 percentage points higher for very poor children (family incomes <
110 percent of the federal poverty level [FPL]) compared to children with higher family incomes (> 185% FPL).
Where We Are Going
To expand ECEAP so that all eligible children can enroll by 2022-2023 will require adding a total of 7,160
additional “slots” (spaces for children), according to the State Caseload Forecast Council, to reach a total of
20,651 slots.
Desired characteristics and guiding principles: DEL confirmed a set of desired characteristics and guiding
principles for expanded ECEAP. These focus on: (1) racial equity; (2) the 90 percent readiness goal and outcomes;
(3) access to ECEAP; and, (4) partnership and collaboration among families, stakeholders and those with the
needed expertise.
Actions to improve ECEAP outcomes and support expansion: DEL will undertake the following key actions. (1)
Continue to improve ECEAP program quality, guided by the 2017 Assessment of Pre-K Quality. (2) Strengthen
cultural and linguistic responsiveness. (3) Engage and prepare new providers, and sustain current providers,
through multiple pathways: tribal, K-12, child care centers, family child care homes, and rural and remote
providers. (4) Implement the “local pathways” required in SB5107 to expand access, especially for children
whose families are just above the current eligibility guidelines, and for rural communities. (5) Address eligibility
issues that limit ECEAP’s impact. (6) Build and sustain the workforce. (7) Fill the gap in facilities, estimated to be
more than 400 classrooms. (8) Strengthen DEL-ECEAP’s administrative capacity to support the expansion. (9)
Coordinate monitoring and coaching with those elements for child care licensing and Early Achievers.
How We Will Get There
ECEAP Expansion Theory of Change: The ECEAP Theory of Change describes the resources and strategies
needed to achieve ECEAP’s ultimate outcome: High-quality, effective, efficient early learning services are
available to all eligible children, with 90 percent of Washington children kindergarten-ready in all domains.
ECEAP and its partners will achieve this by: (1) providing high-quality, culturally competent services; (2) making
ECEAP available to all eligible children; (3) building an ample supply of qualified early learning professionals; and,
(4) continuing to build effective, aligned and integrated early learning programs.
2017-2018 actions: The Expansion Plan includes a five-year action plan tied to the ECEAP Expansion Theory of
Change. Key 2017-2018 actions include the following:
Assess family interest in each ECEAP model to identify the best balance of model types.
Develop a methodology to project needed slots and ready providers more precisely.
Develop a method and plan to fill geographic gaps and provide ECEAP services statewide. Determine
local workforce needs, analyze shortages, and identify methods to increase supply.
Build expansion infrastructure (coordinated monitoring, administrative capacity, etc.)
Continue to strengthen program quality guided by findings from the Pre-K Quality Self-Assessment.
ECEAP Expansion Plan: 2017-2018 School Year iiEarly Childhood Education and Assistance Program Expansion Plan
2017-2018 School Year
II. Introduction to the ECEAP Expansion Plan
The Department of Early Learning (DEL) is expanding the Early Childhood Education and Assistance Program
(ECEAP) so that it can be available to all eligible children by the 2022-2023 school year as codified in RCW
43.215.456. ECEAP is Washington’s pre-kindergarten program that prepares vulnerable 3- and 4-year-old
children who are furthest from opportunity for success in school and in life.
DEL created this ECEAP Expansion Plan in consultation with partners to identify the steps and actions needed
each year to expand ECEAP to serve all eligible children whose families choose it. The Plan, which will be
updated annually, is designed to maximize ECEAP’s contribution to DEL’s goal of “90 percent of Washington
children being ready for kindergarten by 2020, with race and income no longer predictors of success.”
It is important to note that DEL will become part of the new Department of Children, Youth and Families
(DCYF) on July 1, 2018. DCYF will restructure how the state serves at-risk children, with the goal of producing
better outcomes for children, youth and families over time. DCYF will oversee several services currently
offered through DEL and the state Department of Social and Health Services (DSHS). These include all
programs from the Children’s Administration in DSHS (such as Child Protective Services, the Family
Assessment Response program and adoption support), as well as all DEL services, including ECEAP and
Working Connections Child Care (WCCC).
A. ECEAP Expansion Think Tank
DEL extends its appreciation to the ECEAP Expansion Think Tank, its Contracting Work Group, and its
provider readiness work group members who have given generously of their time and wisdom. Participants
include current and potential ECEAP contractors, other early learning leaders (ranging from child care
centers and family child care homes, K-12, and rural and remote providers – to tribal and state agency
representatives and advocates) across Washington. (See Attachment B: ECEAP Expansion Think Tank and
Contracting Work Group Members). They have helped DEL chart the direction for ECEAP expansion
including:
Three “maps” for key areas of ECEAP expansion: “Workforce,” “Facilities,” and “Right Slot, Right Place”
including the major issues for each area. (See Attachment C: Definitions and Maps.)
Desired characteristics and guiding principles to guide ECEAP expansion (racial equity, the 90 percent
kindergarten readiness goal, access, and partnership and collaboration). (See page 6.)
A theory of change and year-by-year action plans through the 2022-2023 school year. (See pages 12-
26.)
Provider readiness pathways, noting the steps, variations and supports needed to engage, prepare and
sustain high-quality ECEAP services among licensed child care centers, family child care homes, K-12,
and rural and remote providers. (The Indian Policy Early Learning Committee is working with DEL to
create a tribal pathway.) (See Attachment D: ECEAP Provider Engagement and Readiness Pathways.)
ECEAP Expansion Plan: 2017-2018 School Year 1B. Building a Unified Prenatal-to-3rd-Grade Early Learning System
DEL, DCYF and the Office of the Superintendent of
Public Instruction (OSPI) are committed to building Washington Continuum of Intensive, Targeted and
one unified early learning system with a continuum Universal Early Learning Services
of services that makes sense for families and helps Universal Services for All Children (All): Children who are
meeting developmental and learning milestones and do
to achieve the 90 percent goal. not have risk factors for developmental delays or academic
achievement gaps. (Examples of these services: child care;
1. Continuum of Services family, friend and neighbor play groups)
Washington State is weaving together a Targeted Programs for Vulnerable Children (Some):
continuum of high-quality early learning Vulnerable children who are low-income or have other risk
services and supports that is reflective of our factors such as foster care, developmental delays or
disabilities, family violence, and homelessness. (Examples
state’s diversity and where each program:
of these services: ECEAP, Home Visiting, WCCC, Head
Responds to children’s age and Start/Early Head Start)
developmental needs as they grow from Intensive Interventions for the Highest-Need Children
(Few): Children with intensive medical needs and
prenatal to 5 years of age, transition into
developmental delays and disabilities. (Examples of these
kindergarten, and continue into 3rd grade. services: Early Support for Infants and Toddlers, Pre-
Connects with other programs to offer Kindergarten Special Education, ECLIPSE)
families high-quality services.
As described in Washington State’s 2010 Early Learning Plan, our state’s unified prenatal-to-3rd-grade
early learning system uses a three-tiered “all, some, and few” approach with differing types and
intensities of services based on child and family needs and on the age of the child. Services such as
ECEAP and subsidized child care are available to some children.
For example, children who are furthest from opportunity and are vulnerable due to low family income
and/or other developmental and environmental factors are supported by “targeted programs,” as
noted above. Pregnant mothers and families with infants and toddlers might participate in Early Head
Start, home visiting, and/or early intervention programs. As their children grow, they might then
transition into ECEAP, Head Start, special education preschool, or high-quality subsidized Working
Connections Child Care before entering kindergarten. This continuum of services helps promote
kindergarten readiness. ECEAP data and national research show that these early supports improve
kindergarten readiness and long-term success.
2. Aligned Standards
In this unified system, licensing rules serve as the foundation of quality. Early Achievers serves as
the quality framework that builds on the foundation of licensing. Work is now underway to align
standards so that there is a clear progression of quality in early learning programs, with one set of
standards connecting licensing, Early Achievers and ECEAP. The aim is for families to have
information about quality that helps inform their choices, and to create common ground for early
learning providers so that they can see the possibilities to grow their program quality and
comprehensiveness. The aligned standards will provide a progression from licensing through Early
Achievers and ECEAP.
ECEAP Expansion Plan: 2017-2018 School Year 2(See Attachment E: Context and References for additional description and research citations for this and
other sections of the ECEAP Expansion Plan.)
C. The Early Childhood Education and Assistance Program
Since 1985, ECEAP has focused on the well-being of the whole child by providing comprehensive education,
nutrition, health, and family support services.
1. Effectiveness
According to longitudinal Getting to 90% Ready Strategies
research by the Washington ECEAP
State Institute for Public Policy,
ECEAP is effective in producing
substantial gains in academic
Increase slot rates to
achievement in 3rd, 4th and 5th
cover costs
grades. The 2016-2017 ECEAP
Add summer programming
Outcomes Report shows that
Continue expansion
ECEAP substantially closes the
Provide more scholarships
readiness gap among
preschoolers of color, their
white peers, and dual language
learners (DLL) who will enter
kindergarten in the fall. DLL children start with the lowest scores and make the most progress. (See
pages 8, 9 and 19 of the Outcomes report.). According to a DEL analysis, ECEAP also makes an
important contribution to reaching the 90 percent goal (as shown in the graphic above).
2. Mixed Delivery System
ECEAP works to ensure access in a variety of settings valued by families. To do this, ECEAP services
are provided through a “mixed delivery system” of different types of providers. These include
school districts, educational service districts, community colleges, tribal entities, licensed child care
centers and homes, non-profits, and local governments.
3. Eligibility
ECEAP is targeted to children whose families have incomes up to 110 percent of the federal poverty
level, or to children who are vulnerable because of developmental factors (for example,
developmental delay, disability or other special needs) or environmental factors (for example,
homelessness, family violence, chemical dependency, low family income, child protective services).
4. ECEAP Models
ECEAP provides Part Day, Full Day and Extended Day models to meet family needs and promote child
outcomes. ECEAP services are aligned with nationally-researched high-quality programs that have
shown exceptional returns on investment.1
1 Heckman Equation. 4 Big Benefits of Investing in Early Childhood Development. 2015.
ECEAP Expansion Plan: 2017-2018 School Year 35. Comprehensive Services
ECEAP provides family support and health coordination in addition to early childhood education.
Family Support. ECEAP provides family support using a “two-generation” approach designed to
help families achieve self-reliance and use strong parenting practices that promote children’s early
development and school readiness. ECEAP family support services are guided by studies that have
long shown that family stability, mother’s education level, and family income influence a child’s
academic achievement.2,3 ECEAP recently completed a second year of implemention of its Mobility
Mentoring®4 pilot. Participating families have made substantial gains in goals such as growth in
family savings and development of parenting skills. (See the 2016-2017 ECEAP Outcomes Report,
pages 23-28.) This individualized and differentiated approach is scheduled to go statewide in 2018-
2019.
Health Coordination. Child health and dental services, mental health consultations and
developmental screening are provided as part of ECEAP comprehensive services. Typically, children
without a medical home do not receive care on a regular basis. Far higher percentages of poor
children (5.6%) and children whose parents have lower levels of education (such as those with less
than a high school diploma [8.2%]) do not have a medical home. Likewise, more children of color
(6.0% of Native American/Alaska Native children, 5.7% of Hispanic/Latino children, and 4.2% of
Black/African American children) do not have a medical home compared to White children (2.8%).5
ECEAP provides developmental, dental, vision, hearing and height/weight screening for all children
participating for the full year (120 days or more). Results include reducing the percentage of
children who were behind on their well-child visits from 39 percent at enrollment to 6 percent at
the end of the year. (See the 2016-2017 ECEAP Outcomes Report, pages 21-22.)
D. Difference between ECEAP and High-Quality Child Care Programs
ECEAP and high-quality child care programs share many characteristics. Because ECEAP’s purpose is to close
opportunity and achievement gaps for children furthest from opportunity, it provides more comprehensive
services and supports than does high-quality child care. That said, many high-quality child care providers
apply for, and are selected to provide the more comprehensive ECEAP services. Those who do so commit to
provide ECEAP’s comprehensive services (family support and health coordination services), along with high-
quality individualized child development and instruction. ECEAP also provides additional support to each
ECEAP contractor (e.g., professional learning, curriculum), and ECEAP-wide continuous quality
improvement to strengthen child outcomes.
Child care provided to children through WCCC subsidies also works to close opportunity and achievement
gaps for vulnerable children. In our continuum of services, ECEAP’s comprehensive services are designed to
serve children who are furthest from opportunity. For example, ECEAP focuses on children with the lowest
family incomes (110 percent of the federal poverty level for ECEAP compared to 200 percent for WCCC).
2 Magnuson K., Maternal Education and Children's Academic Achievement During Middle Childhood. Developmental Psychology 2007. Nov;43(6):1497-512
3 Duncan CJ, Morris PA, Rodrigues C, Does Money Really Matter? Estimating Impacts of Family Income on Young Children's Achievement with Data from Random Assignment
Experiments. Developmental Psychology 2011. Sep;47(5):1263-79. doe: 10.1037/a0023875.
4 For more information on EMPath’s research-based Mobility Mentoring approach see: https://www.empathways.org/our-work/mobility-mentoring
5 National Center for Health Statistics, Summary Health Statistic Tables for US Children: National Health Interview Survey. 2015. Table C-7s (Table C-7a):
https://ftp.cdc.gov/pub/Health_Statistics/NCHS/NHIS/SHS/2015_SHS_Table_C-7.pdf
ECEAP Expansion Plan: 2017-2018 School Year 4Because of this, higher Early Achievers ratings are required for ECEAP providers. The child care providers,
schools, tribal nations and others who provide ECEAP are required to attain an Early Achievers rating of
Level 4, compared to the WCCC requirement that participating providers attain a Level 3.
III. Where We Are Going
ECEAP’s direction and key ECEAP expansion actions are noted below. (Dates for actions to be taken this year are
noted in parentheses). The graphic illustrates the relationship between ECEAP’s foundational capacities and
supports, its expansion actions, and DEL’s 90 percent goal. Actions to be taken each year until entitlement are
included in the action plans. (See Section III, below.)
A. Projected Slots at Entitlement,
and by Year and Location
In addition to the 1,000 slots allocated for
2018-19, DEL will need 7,160 more slots by
2022-23 to serve all eligible children likely to
participate. For planning purposes, DEL
proposes a gradual ramp-up of 1,790 slots in
each of the next four years to reach the 20,651
slots needed in 2022-2023 as forecasted by the
Caseload Forecast Council. (See Section III. A.,
below, for plans to identify slots needed by
location and model.)
B. Important ECEAP Expansion
Assumptions
In addition to Guiding Principles in the next
section, four assumptions guide ECEAP
expansion.
ECEAP serves both 3- and 4-year-old children because research shows that vulnerable children benefit
from receiving two years of high-quality pre-kindergarten services.
ECEAP prioritizes service to the most vulnerable children and families.
DEL partners with ECEAP contractors and communities to reflect and respond to the unique needs of
the populations they serve.
All ECEAP contractors participate in Early Achievers, per RCW 43.215.100.
C. Guiding Principles
The ECEAP Expansion Think Tank has recommended, and DEL has confirmed, the following ECEAP
Expansion Desired Characteristics and Guiding Principles. Desired characteristics describe the characteristics
that DEL and its partners want ECEAP to demonstrate. Guiding principles are tools to guide choices and
ECEAP Expansion Plan: 2017-2018 School Year 5prioritization of the ingredients and actions needed to achieve these characteristics. Interdependencies
among the principles will be considered and balanced as ECEAP expansion proceeds.
ECEAP Expansion
Desired Characteristics and Guiding Principles
RACIAL EQUITY DESIRED CHARACTERISTIC. Washington State is committed to closing opportunity gaps, and eliminating
race and income as predictors of success.
GUIDING PRINCIPLE. Prioritize efforts with the greatest ability to close gaps faced by culturally and
linguistically diverse communities. These efforts should focus on removing barriers and building on the
strengths of culturally diverse children, families and providers. Impacted communities should be consulted
regarding identifying, developing and prioritizing approaches. (Note: Income is considered a "given” since
it is in statute. Because of this, it is not included here.)
90% GOAL AND DESIRED CHARACTERISTIC. Washington State is committed to ensuring that 90 percent of children are
OUTCOMES ready for kindergarten by 2020 with race and income no longer predictors of success.6 Improving child
outcomes and success will require strengthening program quality as well as integration with the
developing prenatal-to-3rd-grade system.
GUIDING PRINCIPLE. Ensure that program quality and outcomes are amplified and prenatal-to-3rd-grade
integration is strengthened while expanding slots.
ACCESS DESIRED CHARACTERISTIC. In 2022-2023, all families with eligible children may access ECEAP through our
mixed-delivery system. Accessibility is a combination of location and sufficient options to meet a variety of
family choices, needs and circumstances. This will require pathways (processes, supports and flexibility)
and options for providers and populations with unique characteristics such as vulnerable families, tribal
entities and rural communities. It will also require the flexibility to shift slot locations as population and
demands change.
GUIDING PRINCIPLE. Create pathways and options that meet a variety of family choices, needs and
circumstances and that respond to shifts in population and demand across the state.
PARTNERSHIP DESIRED CHARACTERISTIC. Washington State recognizes that building toward sustainable ECEAP
AND expansion requires collaboration with families, stakeholders and those with needed expertise at the
COLLABORATION community, contractor, regional and state levels (including higher education and community resource
organizations).
GUIDING PRINCIPLE. Engage stakeholders and build upon community and contractor expertise and
capacity in ways that encourage partnership and agreement about the actions that we will take at every
level.
6 Readiness for kindergarten is currently determined by meeting six of the six domains of WaKIDS.
ECEAP Expansion Plan: 2017-2018 School Year 6D. Boosting ECEAP Outcomes through High-Quality Services
Research shows that only high-quality programs meaningfully increase children’s school readiness. The
essential elements of pre-kindergarten quality, described in the Essential Elements of Pre-Kindergarten That
Sticks,7 are driving Washington’s ECEAP quality improvement efforts. To help ensure these elements are in
place, Washington is participating in the Partnership for Pre-Kindergarten Quality. Through the Partnership,
Washington completed a Self-Assessment of Pre-Kindergarten Quality. The results show nine areas of
strength and five areas for growth.
The identified areas for growth include: instructional leadership/professional learning system; cultural
competency/dual language learners; children with special needs in inclusive settings; data collection and
analysis; and educational requirements/scholarships/compensation parity. DEL is identifying leads for each
growth area. DEL will then work with Washington partners, the national Partnership for Pre-K Quality lead
agency the Ounce of Prevention, and other Partnership for Pre-K Quality states to identify and phase-in
improvement strategies. (Starting in 2017-2018.)
E. Strengthening Cultural and Linguistic Responsiveness
Children of color make up 44 percent of the estimated 446,000 children under 5 years of age in
Washington. Family culture influences a child’s identity, health and development, family relationships and
learning expectations. Learning expectations in turn shape a child’s school readiness and long-term success
in school. This makes cultural responsiveness essential for providing equitable pre-kindergarten
opportunities. The need to strengthen cultural responsiveness is illustrated by 2016 WaKIDS data. There
was substantial variation by race and ethnicity in the skill levels of students entering kindergarten, as
assessed by WaKIDS. For instance, 66 percent demonstrated the characteristics of entering kindergartners
in mathematics (one of six areas assessed), yet the percentages varied by 38.6 percentage points, from 41.9
to 80.3, depending on racial group and ethnicity.
Children who are dual language learners (DLL) comprised 17.7 percent of entering kindergartners in 2016-
2017. Research shows that learning two or more languages at a young age has a range of benefits across
cognitive, linguistic, and social domains. DLL students experience notable cognitive advantages that persist
across the lifespan, including memory, task switching, impulse inhibition, and problem solving.8 Only 22
percent of DLL students demonstrated the characteristics of entering kindergartners in mathematics in
2016. Approaches that will help ensure that DLL pre-kindergarten children are able to meet their full
educational potential include:
Family and community engagement.
Instructional approaches tailored to meet the needs of DLL students.
Language-appropriate assessments.
Continued professional development for educators and staff, ensuring that DLL children meet their
full educational potential.
This year, DEL is laying the foundation for its racial equity initiative. This includes development of the 2017
Racial Equity Data Report and the Culturally Responsive Guidelines for Professional Development. Next steps
7 Minervino, Jim. Lessons from Research and the Classroom Ready on Day One. Bill & Melinda Gates Foundation: September 2014.
8 National Center on Early Childhood Development, Teaching and Learning, Dual Language Learners: Primed and Ready to Learn Research to Practice Brief. 2016.
ECEAP Expansion Plan: 2017-2018 School Year 7include developing and implementing a comprehensive racial equity strategy, as well as tools and processes to
train and support DEL staff as they increase their knowledge, awareness, and capacity to lead for equity.
F. Engaging, Preparing and Supporting New Providers
ECEAP will need more providers in communities across the state to serve all eligible children whose families
choose ECEAP. To prepare, ECEAP is working with stakeholders to develop provider pathways that reflect
the steps and actions necessary to enable more of each type of provider to deliver high-quality ECEAP
services. Pathways include readiness (engagement and preparation) and implementation of services.
The ECEAP Expansion Think Tank and four readiness subcommittees have worked with DEL to recommend
potential variations and additional supports needed to engage and prepare providers to implement ECEAP
services. (Pathways completed. Early readiness activities are getting underway.)
1. Tribal Pathway
Washington has a government-to-government relationship with federally-recognized Indian tribes. DEL
continues to focus on creating policies and processes that honor and respond to the sovereignty of the
29 tribes in Washington. DEL is working with the ECEAP Tribal Pathways Subcommittee and the Indian
Policy Early Learning Committee to create a tribal pathway. (The timeline is not yet determined.)
2. K-12 Pathway
DEL’s standards alignment process calls for all ECEAP sites to become licensed, including current public-
school sites. K-12 already has many state and federal mandates and reporting requirements such as
Title I and Special Education. DEL, OSPI, and other partners will analyze these issues and recommend
ways to maximize K-12 participation in ECEAP expansion. (Development is scheduled for 2017-2018.)
3. Child Care Center Pathway
Attaining an Early Achievers rating of Level 4 is a high bar. Child care centers wanting to provide ECEAP
services also face additional challenges, such as establishing processes to deliver comprehensive
services and integrating ECEAP expectations into existing business models. (Prioritization of issues for a
licensed child care center implementation pathway will be considered in the 2018-2019 ECEAP Expansion
Plan.)
4. Family Child Care Home Pathway
Family child care homes have issues similar to centers as well as additional barriers to successful
implementation. Different supports are needed and different economies of scale exist for these models.
(A cost overview of the Spokane Family Child Care Pilot Project will be completed in 2017-2018 to inform
next steps and needed supports.)
ECEAP Expansion Plan: 2017-2018 School Year 8G. Integrating State and Local Efforts
SSB 5107 allows local entities to contribute funds “to expand access and eligibility in the Early Childhood
Education and Assistance Program” (SSB 5107 Sec 2(2)(c)). Discussions with the Think Tank suggest that this
could be a promising way to bring high-quality ECEAP services to children who are just above current
eligibility guidelines. It can also help to serve communities where there are too few eligible children to
make ECEAP economically feasible. (Plans and materials to publicize this opportunity will be undertaken in
2017-2018.)
H. Addressing Eligibility Issues that Limit ECEAP’s Impact
DEL will work to identify eligibility criteria that maximize ECEAP’s contribution to our 90 percent goal.
Broadening eligibility will result in more children who qualify, and therefore potentially higher costs for the
state. (DEL will evaluate the policy options and costs for aligning differences in family income and closing
gaps in age eligibility in 2017-2018 and 2018-2019.)
I. Building the Workforce
Maximizing the school readiness of ECEAP children will require ample numbers of capable pre-kindergarten
teachers where they are needed. As with K-12, ECEAP is currently experiencing a shortage of qualified
teaching staff that is hampering expansion efforts. Building the workforce is identified as a high priority by
the Think Tank. Since this is a system-wide issue for early learning across Washington, it is being led by
DEL’s Professional Development Team with advice and recommendations from the Early Childhood
Education Workforce Council. Challenges (particularly compensation levels) loom large, so this work is
progressing on a longer timeframe. Early actions include the formation of three Workforce Council work
groups: compensation, standards and equivalents, and career pathways.
“We lost a very qualified pre-kindergarten teacher to a job at Pizza Hut. She told us that Pizza
Hut paid more and had better benefits for less responsibility.”
Jodi Wall, Executive Director, Early Care and Education, ESD 112
J. Filling the Gap in Facilities
Many new and renovated facilities are needed by 2023 to support expansion. This includes space for
purposes such as education and teaching, family support services and outdoor play areas. The increased
need for facilities is due to simultaneous ECEAP expansion, K-12 implementation of full-day kindergarten, class-
“We would be ready and willing to apply for expansion grants if our facilities were able to implement
this expansion. With the Head Start Standards changing to full-day services, our facilities are already
at their maximum occupancy. We are very concerned with the classrooms that reside within our
elementary schools. Their need for space will supersede their desire for us being in their facility. We
currently have two classrooms housed in elementary schools and lost one last year. It is a very big
concern for us.”
Long-time rural ECEAP provider,
Excerpt from WSA ECEAP Expansion Survey respondent
ECEAP Expansion Plan: 2017-2018 School Year 9size reduction, and the change in Head Start programs from part-day to full-day programs (allowing one rather
than two classes per day in a room).
According to a 2016 Facilities Needs Assessment for ECEAP Expansion,9 approximately 400 new or renovated
classrooms were needed for 19,120 ECEAP slots. (The current 2022-2023 Caseload Forecast of 20,651 will
require more facilities to serve an additional 1,531 slots.) DEL is working with the Department of Commerce to
plan and prepare for implementation of the grant/loan program when funds become available. (Implementation
will begin upon passage of the State Capital Budget.)
K. Strengthening ECEAP Administrative Capacity for Expansion
ECEAP is faced with maintaining a high standard of quality and implementing aligned standards, while
facilitating significant expansion and continuing to strengthen racial equity. This complex and multi-faceted
work requires a strong and capable support structure. Success depends on staff from diverse cultural and
linguistic backgrounds who have the technical expertise and time to:
1. Monitor and ensure continuous quality improvement (for example: compliance, data systems, and
reporting).
2. Deliver ongoing technical assistance, training, and quality initiatives.
3. Develop and manage key operational functions that support expansion and movement of slots
annually. Key functions include: workforce and facility development, provider recruitment and
readiness, family outreach and enrollment, attendance management, etc.
With the integration of early learning and child welfare services in the new state Department of Children,
Youth, and Families, capacity to align program requirements, transitions, and other systems will also
increase. Through the Partnership for Pre-Kindergarten Quality, DEL is working with researchers at the
National Institute for Early Education Research (NIEER) and the Center on Enhancing Early Learning
Outcomes (CEELO) on a plan to assess appropriate costs for administrative functions. This will inform a
longer-term solution. In the short-term, DEL is discussing potential options within the agency.
L. Coordinating Monitoring
Work to streamline and differentiate monitoring (so that ECEAP focuses most on the contractors who need
the most support) is now underway. This will include researching, reshaping, and operationalizing revised
monitoring, coaching, and technical assistance processes aligned with those in child care licensing and Early
Achievers. (Development and testing 2017-2018.)
9 Berk Associates, NAC Architecture, Columbia City Consulting. Facilities Needs Assessment for ECEAP Expansion. September 2016.
ECEAP Expansion Plan: 2017-2018 School Year 10IV. How We Will Get There
A. Slot Expansion
1. Slot Expansion Needed to Serve All Eligible Children by the 2022-2023 School Year
The Caseload Forecast Council forecasts that 20,651 slots will be needed by the 2022-2023 school year
when all eligible can enroll in ECEAP. This graphic shows the projected number of new slots needed
each year.
2. Slots Needed by Location
Using the Caseload Forecast and
DEL’s Head Start and ECEAP ECEAP Expansion 20,651
Saturation Study, DEL will develop Slots needed for statutory entitlement
Slots School year 2022-23:
an enhanced slot projection +1,790 slots
methodology to identify where 18,861
more sites, facilities and workforce Slots School year 2021-22:
+1,790 slots
are needed to serve all eligible
children. This will include 17,071
Slots School year 2020-21:
identifying geographic gaps, likely +1,790 slots
changes in the number of eligible 15,281
preschool-aged children in local Slots School year 2019-20:
+1,790 slots
communities and a way to identify 13,491
Slots School year
where additional facilities are 12,491 2018-19
needed. It will also provide Slots School year
2017-18
guidance about which communities
are “remote,” and thus may require adaptations to current ECEAP models to ensure adequate capacity
and access for families. (Development of this enhanced slot projection methodology is slated for 2018-
2019.)
3. Slots Needed by Model
Research shows that longer-day pre-kindergarten models result in better child outcomes. At the same
time, family choice matters. To identify the right balance among the ECEAP models, ECEAP will assess
family interest in each model and use the results to identify the best balance among the three ECEAP
models. (The survey is slated for this program year.)
B. ECEAP Expansion Theory of Change and Four-Year Action Plans
The ECEAP Theory of Change on the next page provides a high-level overview of the types of resources and
strategies necessary to create key intermediate and long-term changes as ECEAP expands. Following the
Theory of Change are year-by-year action plans for each section of the Theory of Change. Capsule
descriptions follow each 2017-2018 action needing further explanation. Actions likely to need changes to
policy are followed by “+.” These actions build on a strong foundation of administrative capacity, leading to
pre-kindergarten services available to all eligible families who choose them and achieving our goal of 90
percent of children ready for kindergarten with race and income no longer a predictor of success.
ECEAP Expansion Plan: 2017-2018 School Year 11DEL ADMINISTRATION DEL PROGRAMMATIC
RESOURCES/STRATEGIES STRATEGIES
A. Bolster Administrative and B. Overarching Principles
Infrastructure Capacity That Guide Action ECEAP THEORY OF CHANGE
Administrative Structures 1. Stakeholders are engaged in envisioning and
01 and Processes implementing ECEAP’s future
2. Children furthest from opportunity are prioritized
POTENTIAL REGIONALIZED CONTRACTOR AND
a. Revise RFA process and a racial equity lens informs ECEAP expansion STRATEGIES SUBCONTRACTOR STRATEGIES OUTCOMES
b. Consider regionalization & develop policy, program and funding
streamlined contracting process 3. Licensing serves as the foundation of quality. Early (Performed by DEL staff and/or CCA, ESD, Coalition,
c. Revise Saturation Study methodology Achievers is the quality framework. or other regional entity)
d. Plan & budget program enhancements
e. Expand outreach and marketing
capabilities C. Maintain and Enhance Intensity & Quality Current Contractors & Providers
1. Monitor program compliance 14. Provide early childhood, health
02 Staffing 2. Develop & implement quality initiatives (use Pre-K coordination, & differentiated family
Quality Self-Assessment to guide next steps) support services
Staff and Consultants 3. Promote quality through focused training & 15. Recruit & retain qualified staff
10. Provide regional trend data
a. Contract with strategy leads, and build professional development that strengthen practice 16. Provide professional learning for
for slot projections
expansion staff capacity (e.g., instructional leadership, DLL, cultural staff
11. Conduct regionwide outreach 01
b. Increase tribal pathway capacity competence) 17. Assure compliance & CQI
to families.
Training and Professional Development 4. Implement streamlined contracting & regionalized 18. equest conversion of part-day slots ECEAP provides
12. Leverage family support service
c. Strengthen staff onboarding and functions in-line with DEL/DCYF structures according to community need high-quality culturally
partners
professional development 5. Articulate, evaluate/test program models and 19. Recruit, determine eligibility & enroll competent services
13. Provide/facilitate regional
d. Enhance targeted teaming for field and adaptations eligible children
training and peer learning
engagement work 6. Continue implementation of research-based 20. Oversee attendance
e. Enhance racial equity capacity and curricula 21. Facilitate Parent Policy Council
leadership 7. Revise eligibility & prioritization (ACEs, etc.) to align 22. Conduct Self-Assessment (5 years)
Stakeholder with 90 percent goal 23. Participate in statewide planning 02
03 Engagement 8. Expand/strengthen differentiated family support 24. Complete required reports 1.
9. Convert an estimated 80 percent of part-day slots 25. Apply for renewal funding ECEAP services are High-quality 90 percent of 2.
a. Engage Steering Committee, Think Tank and available to all eligible 3.
ECEAP families in expansion and quality plans
effective and Washington
children in Washington
b. Strengthen inter- and intra-agency D. Enable Readiness & Expansion of Services Potential Contractors & Providers efficient early children are
collaboration to support ECEAP 1. Implement revised saturation methodology and set 10. Forecast regional demand and learning services kindergarten
16. Participate in readiness planning
annual slot expansion goals supply 17. Recruit/assess provider readiness are available ready in all
Data Management 2. Ensure access in all parts of state at entitlement 11. Provide input / utilize state- 18. Negotiate service area coordination to all eligible domains by
04 Systems and Tools 3. Create Expansion Plan / Action Plans regional methods for recruiting 19. Apply for funding and implement
& vetting provider readiness
03 children 2020.
4. Fund slots and select contractors and providers new services
a. Strengthen analytics & use of data to guide methods
5. Attract, prepare and support providers There is an ample sup-
action & decision-making 12. Recruit / vet potential new New Contractors & Providers
6. Facilitate financing and development of facilities ply of qualified early
b. Enhance & information management contractors & providers
7. Develop, test & fund shared services approaches 20. Provide/expand facilities as agreed learning professionals
c. Enhance ELMS automation and 13. Facilitate annual slot movement
8. Ensure sufficient funding to attract contractors & 21. Recruit highly-qualified staff
implement Compass 14. Lead local workforce recruitment
provide high-quality services 22. Implement existing contractor/
d. Increase virtual learning /collaboration tools 15. Raise local funds
9. Engage communities in sustaining services as provider strategies
Funding and demand increases / fluctuates
05 Policy
04
a. Monitor state and national developments E. Align & Integrate Early Learning Programs Aligned & integrated
b. Ensure development of facility finance 1. Align program standards and rules programs are effective
mechanisms 2. Plan / Implement coordinated monitoring 7. Negotiate shared service 10. Implement aligned standards & efficient
c. Secure adequate DEL-ECEAP funding to 3. Align and integrate coaching across programs agreements 11. Align P-3 programming within
ensure quality programming and 4. Facilitate policy and program alignment across 8. Provide regional wage data organization and among partners
meet the 90 percent goal quality prenatal to third grade continuum 9. Facilitate alignment with other 12. Facilitate transitions among
d. Develop & implement policies to maximize 5. Analyze & address provider shortage areas, wage P-3 programs programs and settings Note: Strategy
ECEAP contribution to the 90 percent goal data & impact of minimum wage numbering reads from
e. Strengthen transitions from and alignment 6. Enhance degree pathways, scholarships and left to right.
between B-3 to Pre-K to kindergarten compensation to build the needed workforce1.15.18
D. Action Plans for Each Section of the ECEAP Theory of Change
This section includes action plans for sections of the ECEAP Program Theory of Change. Descriptions of actions marked with an “*” follow each of the external facing action plans for sections: C, D and E.
1. Theory of Change Section A: DEL ECEAP Administrative Action Plan
This draft Action Plan shows the implementation timeline for strategies in Section A. “Bolster Administrative and Infrastructure Capacity” of the ECEAP Program Theory of Change. These actions relate to DEL’s administrative and infrastructure
capacity. Actions within each task area (staffing, stakeholder engagement, etc.) are lettered from left to right to facilitate ease of discussion. Lettering doesn’t signify priority or sequencing.
Actions followed by “+” denote actions for which policy change will be needed. Actions followed by “+” denote actions for which policy change will be needed.
Actions 2017-18SY (DEL) 2018-2019SY (DCYF) 2019-2020SY (DCYF) 2020-2021SY (DCYF) 2021-2022SY DCYF) 2022-2023 SY (DCYF)
1. Administrative a. Process Improvement Decisions. Confirm e. Process Improvement. Specify and implement i. Process Improvement. Specify and l. Process Improvement. Specify and n. Process Improvement. Specify and p. Process Improvement. Specify
Structures and process improvements to be made in 2018- process improvement tasks per DCYF implement process improvement tasks implement process improvement implement process improvement and implement process
Processes 2019 (such as changes to staffing structure) approval. per DCYF approval. tasks per DCYF approval. tasks per DCYF approval. improvement tasks per DCYF
b. Contracting. Develop/implement streamlined f. Contracting. Implement streamlined contracting j. to be made in 2020-2021. m. Contracting. Phase in o. Contracting. Phase in approval.
contracting and amendment process and amendment processes connected to k. Contracting. Phase in implementation implementation of method to fill gaps implementation of method to fill q. Contracting. Phase in
connected to agency-wide processes. agency-wide processes. of method to fill gaps in statewide in statewide geographic coverage. gaps in statewide geographic implementation of method to fill
c. Racial Equity/Contracting. Apply a racial equity g. Differentiated Training/TA. Design geographic coverage. coverage. gaps in statewide geographic
lens to contracting processes. differentiated training and technical assistance coverage.
d. Functions/Cost. Research admin functions and approach.
cost. h. Capacity. Consider and secure additional
support to bolster capacity. +
2. Staffing Staff & Consultants Staff & Consultants Staff & Consultants Staff & Consultants Staff & Consultants Staff & Consultants
a. Expansion. Hire expansion strategy leads, g. Marketing. Enhance marketing capacity. l. ECEAP Staff Training. Implement & q. ECEAP Staff Training. Implement & t. ECEAP Staff Training. Implement x. ECEAP Staff Training.
expansion coordinator (done) and expansion h. -ECEAP Staff Training. Implement & provide provide training and on process provide training on process & provide training on process Implement & provide training
specialist to support expansion. training on new contracting and monitoring improvements. improvements. improvements. on process improvements.
b. Tribal Support. Increase tribal pathways processes and on tools to help contractors m. ECEAP Staff Training. Implement & Training & Professional Development Structure Training & Professional
capacity. manage subs. (Timing TBD) provide training on new contracting r. Teaming. Strengthen teaming for u. Assess staffing structure and roles Development
Structure i. Onboarding. Strengthen staff onboarding and monitoring processes and on tools field and engagement work. and refine as needed. y. Teaming. Strengthen teaming
c. Refine staffing structure and implement new process. to help contractors manage subs and s. Racial Equity. Enhance racial equity Training & Professional Development for field and engagement
roles. Training & Professional Development on process improvements. (Timing capacity & leadership. v. Teaming. Strengthen teaming for work.
j. Teaming. Strengthen teaming across DCYF TBD) field and engagement work. z. Racial Equity. Enhance racial
Training & Professional Development equity capacity & leadership.
d. Onboarding. Strengthen staff onboarding and licensing, Early Achievers and ECEAP for field Structure w. Racial Equity. Enhance racial
professional development processes. and engagement work. n. Structure and Roles. Refine staffing equity capacity & leadership.
e. Teaming. Strengthen teaming across DEL k. Racial Equity. Enhance racial equity capacity. structure and roles as needed.
teams (licensing, Early Achievers and Training & Professional Development
ECEAP) for field and engagement work. o. Teaming. Strengthen teaming for field
f. Racial Equity. Enhance racial equity capacity. and engagement work.
p. Racial Equity. Enhance racial equity
capacity & leadership.
ECEAP Expansion Plan: 2017-2018 School Year 131.15.18
Actions 2017-18SY (DEL) 2018-2019SY (DCYF) 2019-2020SY (DCYF) 2020-2021SY (DCYF) 2021-2022SY DCYF) 2022-2023 SY (DCYF)
3. Stakeholder a. Advisory Bodies. Engage ECEAP Steering c. Advisory Bodies. Engage ECEAP directors, d. Advisory Bodies. Engage ECEAP e. Advisory Bodies. Engage ECEAP f. Advisory Bodies. Engage ECEAP g. Advisory Bodies. Engage
Engagement Committee, Think Tank, and ECEAP families Think Tank and ECEAP families in plans. directors, Think Tank and ECEAP directors, Think Tank, and ECEAP directors, Think Tank, and ECEAP ECEAP directors and ECEAP
in expansion and quality plans. families in plans. families in plans. families in plans. families in plans.
b. State Agencies. Strengthen interagency
coordination to support ECEAP expansion
(Dept. of Commerce for facilities work, etc.). (In
Progress)
4. Data Management a. Early Learning Management System (ELMS). g. Automation. Research and develop ways to l. Data Systems & Analytics. Enhance p. Data Systems & Analytics. Enhance r. Projection. Use & refine enhanced s. Projection. Use & refine
Systems & Tools Update Early Learning Management System automate additional functions. and update Early Learning and update ELMS & WA Compass to slot projection method that enhanced slot projection
(ELMS) processes to report family outcomes h. Early Learning Management System (ELMS). Management System (ELMS) & WA adapt to e serve all eligible children. incorporates regional input and method that incorporates
b. WA Compass. Provide DEL staff training on Test and refine (ELMS) and data processes to Compass to adapt to serve all eligible q. Projection. Use & refine enhanced demand. regional input and demand.
WA Compass Phase 2 (to replace WELS and report family outcomes & adapt to serve all children. slot projection method that
move Early Achievers data from MERIT into eligible children. m. Projection. Use & refine enhanced slot incorporates regional input and
WA Compass). i. WA Compass. Continue implementation of WA projection method that incorporates demand.
c. Subcontractors. Develop tools/guidance to Compass and participate in work to bring regional input re: readiness and
help contractors manage subs. ECEAP monitoring into WA Compass – demand.
d. GOLD®. Continue to refine GOLD® processes (Phase 3 of WA Compass work). n. WA Compass. Continue
so that data can more quickly be used for CQI. j. Subcontractors. Implement and test new implementation of WA Compass.
e. CQI. Strengthen data-driven continuous quality tools/guidance to help contractors manage o. Subcontractors. Refine tools/guidance
improvement processes across DEL teams. subs. to help contractors manage subs.
f. Data Planning. Work with DEL Data k. Slot Projection. Develop & test enhanced slot
Governance Committee to strengthen cross- projection method that incorporates regional
agency data planning (licensing, background input re: readiness and demand.
checks, etc.). (In Progress)
5. Funding / Policy a. Funding and Slot Funding. c. Funding and Slot Award. e. Funding and Slot Award. g. Funding and Slot Award. h. Funding and Slot Award. i. Funding and Slot Award.
i. Award funding for 2018-19 slots. i. Award funds for 2019-2020 slots. i. Award funds for 2020-2021 slots. i. Award funds for 2021-2022 slots i. Award funds for 2022-2023 i. Award funds for 2023-
b. Policy. ii. Secure funding for 2019-2020 and 2020- f. Policy. and state function. slots. 2024 slots.
i. Develop operational definition of entitlement. 2021 slot rates and state functions. i. Consider refinements to ii. Secure funding for 2021-2022 ii. Secure funding for 2023-
+ d. Policy. operational definition of and 2022-2023 slots and state 2024 and 2024-2025 slots
ii. Determine integration timeline for ECEAP i. Consider refinements to operational entitlement, as needed. functions. and state functions.
school district contractors/sites (background definition of entitlement, as needed. ii. Implement revised eligibility j. Policy. Policy and methods in
checks, licensing, etc.) + (possible) ii. Develop and recommend eligibility policy policies to maximize contribution place to serve all eligible
iii. Articulate characteristics of ECEAP and to maximize contribution to 90 percent to 90 percent goal and align with children per definition of
high-quality child care. goal and align with prenatal-to-3rd-grade prenatal-to-3rd-grade programs, as entitlement.
programs. + agreed. +
iii. Analyze and recommend slot rates. + (Slot
rate changes require legislative decision.)
iv. Develop and implement methods to
maximize ECEAP & Head Start funding
and slots.
ECEAP Expansion Plan: 2017-2018 School Year 14You can also read
