1

www.dcyf.wa.gov

General ECEAP Slides

2

Prepares Washington’s 3- and 4-year old children who are furthest from opportunity for success in school and life.

Provides individualized education, family support, health and nutrition services for the specialized population we serve.

• Increases social-emotional, physical and pre-academic skills

• Ensures each child receives medical and dental screenings and care

• Helps families move toward self-sufficiency and builds their capacity to support their children’s success

What is ECEAP?

3

ECEAP is Washington’s pre-kindergarten program that prepares 3- and 4-year-old children furthest from opportunity for success in school and in life.

What is ECEAP?

4

ECEAP is…

Comprehensive education, family

support and health services

Whole child development to

enhance success in school and life

Strength-based

support for families

Culturally-relevant

services

5

• Education – Preschool classes with a comprehensive research-based curriculum, developmental screening, ongoing assessment of development and individualized planning to support kindergarten readiness.

• Family Support – Individualized approach to enhance family resilience and build self-sufficiency using the Mobility Mentoring® approach.

• Health – Ensuring each child is up-to-date with preventative care and screening, receiving nutritious meals and referred for mental health services if indicated.

ECEAP Comprehensive Services

6

• Revised Code of Washington (RCW) 43.216.500-576

• Washington Administrative Code (WAC) chapter 110-425

• ECEAP Contract

• ECEAP Performance Standards

ECEAP Requirements

7

ECEAP Contracting Structure

Department of Children, Youth & Families

ECEAP Contractor

Direct Service Site

Subcontractor

Subcontracted Site

ECEAP Contractor

Direct Service Site

ECEAP Contractor

Subcontractor

Subcontracted Site

8

ECEAP Class Models

Part Day

• Minimum of three hours per day

• 30 weeks per year

• 360 hours per year

School Day

• Average of six hours per day

• At least four days per week

• 1,000 hours per year

Working Day

• 10 hours per day

• Five days per week

• Year round – at least 2,370 hours per year

2019-20 ECEAP Slots

Program Model

# Slots % Slots

Part Day 10,387 74%

School Day

3,046 22%

Working Day

567 4%

Total 14,000 100%

9

ECEAP and HS Sites & Estimated Numbers of Unserved Children <110% FPL by School Districts (June 2019)

10

ECEAP Site Locations

Public schools

Child care centers

Faith-based

Head Start

Non-profits

FCCH

Tribal College Other

Public schools - 216 sites (55%), 8,104 slots (58%)

Child care centers - 54 sites (14%), 1,484 slots (11%)

Faith-based facilities - 13 sites (3%), 434 slots (3%)

Head Start facilities - 34 sites (9%), 1,427 slots (10%)

Non-profit buildings - 45 sites (12%), 1,633 slots (12%)

Family child care homes - 7 sites (2%), 30 slots (0.2%)

Tribal organization - 13 sites (3%), 280 slots (2%)

College/university - not child care - 4 sites (1%), 246 slots (2%)

Other - 4 sites (1%), 362 slots (3%)

11

ECEAP Communities – Population Density

Small Town,Isolated

RuralLargeRural Town

Sub-UrbanUrban Core

Small Towns/Isolated Rural Areas (40 sites)

Large Rural Towns (29 sites)

Sub-Urban (79 sites)

Urban Core (242 sites)

12

ELMS

Early Learning Management System

• Web-based

• Aligned with ECEAP Standards

• Contributes to state longitudinal data

• Provides data for policymakers and planning

13

Alternative Attendance• Must receive written approval from DCYF-ECEAP before implementing an

alternative attendance plan.

• A schedule should be developed with the family for added contact with the teacher and family support staff.

• Teachers must be able to observe and complete GOLD assessments on children while they are on an alternative attendance plan.

• Provide written alternative attendance plan, including how teachers will observe and support children’s learning (goals) to CQI Specialist for approval.

14

Racial Equity

15

Early learning stakeholders helped develop the Racial Equity Theory of Change (RETOC) for Washington State’s early learning system. It includes four building blocks with actions to take to be responsive to the perspectives and experiences of children, families and communities of color. DCYF has adopted the RETOC as our theory of change for eliminating race as a predictor of progress and success for children.

Racial Equity Theory of Change

16

Acknowledging (Honoring) The Native Land We Are On

https://native-land.ca/

17

18

Racial Equity Questions

Is this approach good for children, families and early learning educators of color?

Do some children, families and early learning educators benefit more or less than others?

Do children, families and early learning educators of color have access, and if not, why?

Are there any unintended consequences?

19

Fiscal

20

Where Does ECEAP Get Its Money?

General Fund – State $81,236,000 Education Legacy Trust Account

$12,125,000

Opportunity Pathways$40,000,000.00

Early Achievers Tiered Reimbursement$1,123,477.26

21

Where Are ECEAP Funds Spent?

Administrative 2.9% $3,914,551.58

ECEAP Contracts 97.1% $130,485,052

Average Cost Per Child: $8,237

Base Rate Slot Cost: $8,237

Administrative rate: $248

22

Return on Investment

Economists find that high-quality early learning programs show the best return on investment of public dollars. Longitudinal research on programs similar to ECEAP shows increased:

• Reading and math skills

• Social competence

• Reduced need for special education

• High school graduation

• College attendance

• Full-time employment in adulthood

23

Eligibility & Prioritization

24

Children Eligible and Allowed to Enroll Eligible children are 3 or 4 years old on August 31 and either:

• At or below 110% of Federal Poverty Level (FPL);

• On an Individualized Education Program (IEP) for special education; or

• With family income above 110% FPL and impacted by specific research-based risk factors (up to 10% of the state’s ECEAP slots)

Allowed children, as space is available, are either:

• 3 and 4 year olds above 110% of FPL up to 130% FPL

• 3 and 4 year olds above 130% of FPL up to 200% FPL with risk factors

• Children turning 3 during the school year and leaving ESIT, Early Head Start or Early ECEAP (if above 200% FPL, they must be impacted by specific research-based risk factors)

25

PrioritizationThere are not currently enough slots in ECEAP for all eligible children. They are prioritized for enrollment based on a research-based point system. Highest priority is given to eligible children who are:

• From the lowest-income families.

• Experiencing homelessness.

• In foster or kinship care.

• Receiving CPS, ICW or FAR.

• Have multiple risk factors.

• Children eligible for kindergarten the following year.

26

• Child welfare involvement

• Homelessness

• Family income

• Four year olds

• Limited English proficiency

• IEP

• Suspected or diagnosed delay or disability

• Incarcerated parent

• Child’s previous expulsion from an early learning setting

• Family domestic violence

• Family substance abuse

• Family mental illness

• Other risk factors determined by the department to be linked by research to school performance

Prioritization of Eligible and Allowed Children

27

Who Do We Serve?

28

Characteristics of ECEAP Children – Race/Ethnicity

34%

7%

2%

41%

10%

4%

2%

52%

10%

1%

24%

4%

7%

1%

White

Two or more races

Native Hawaiian/Pacific Islander

Latinx

Black/African American

Asian

American Indian/Alaska Native

Percentage of Children by Race and Ethnicity:All ECEAP Compared to All Washington

All Young children in WA State All ECEAP

29

Home Language Family Income (% FPL)

Characteristics of ECEAP Children

5%

2%

25%

68%

0% 20% 40% 60% 80%

Other

Somali

Spanish

English

55%

27%

5% 7% 6%

0%

10%

20%

30%

40%

50%

60%

30

Characteristics of ECEAP Children – English Proficiency

12%

15%

5%

11%

57%

Children who began ECEAP in 2018-19* speak...

Only a home language other than English

Some English, but mostly another homelanguage

Both English and another language at agelevel (bilingual)

Mostly English and some of anotherlanguage

English only

*n=11,138 children who started ECEAP in the 2018-19 school year. This question wasn’t asked regarding children who started earlier and returned to ECEAP in 2018-19

31

Characteristics of ECEAP Children – English Proficiency

9%

25%

66%

Percentage of ECEAP children with a parent who completed…

6th grade or less

7th to 12th grade, no diploma or GED

High school, GED or more

32

Characteristics of ECEAP Children – Risk Factors

3%5%6%

8%8%8%9%10%11%11%

13%19%

32%34%

42%

0% 10% 20% 30% 40% 50%

Teen parent

Foster or kinship care

Parent is migrant worker

Parent education 6th grade or less

CPS involvement

Family domestic violence

Limited English proficiency

Single parent

33

• Slots: in 2019-20, ECEAP has 14,000 funded slots.

• Children: in 2018-19, 15,511 attended ECEAP (15% turnover).

• Waiting List: in March 2019, there were 3,464 children on the waiting list.

• Unserved: in 2019-20, there are approximately 20,165 eligible children who were not served by ECEAP or Head Start.

How Many Children Are Served?

34

Quality

35

CQI Process and Supports

Data

PlansTraining and T.A.

Follow Up

36

High-Quality Early Learning

• Full day programming

• Teachers are highly educated, supported and compensated

• Evidence-based curricula

• Rich learning environments

• Stimulating and supportive adult-child interactions

• Targeted comprehensive services

• Parent engagement beyond “training”

• Stable funding

37

Early AchieversECEAP Ratings as of 10/13/19

58

8

41

279

30

50

100

150

200

250

300

Not yetrated

Level 2 Level 3 Level 4 Level 5

Nu

mb

er o

f EC

EAP

Sit

es

38

Early Achievers

43

49

39

64

48

56

53

51

284

263

260

250

2018-19

2017-18

2016-17

2015-16

Progress toward Level 4 or 5 ratings (number of sites)

New sites, not yet rated Sites participating in remedial activities Sites at Level 4 or 5

39

ECEAP Lead Teacher Education 2018-19

9%

32%

37%

3%

1%12%

6% Master's degree or higher, 8.9%

Bachelor's degree, 32.3%

Associate degree, 36.6%

Some college, 2.8%

CDA, 1.2%

High School diploma/GED, 12.3%

Unknown, 5.9%

40

ECEAP Expansion

41

ECEAP Caseload Forecast

Three times a year, the Caseload Forecast Council produces an ECEAP forecast estimating:

• The number of children statewide who are eligible for ECEAP

• And not served by Head Start

• And likely to participate if space is available

The November 2019 forecast estimates we need 18,769 ECEAP slots in 2022-23.

42

ECEAP Expansion

Slots needed for statutory entitlement

Based on November 2019 Caseload Forecast

43

90%

Facilities

Quality

Summer Programming

DCYF Alignment

Project

Eligibility

Contracting

ECEAP Readiness/

Capacity Building

Workforce

Slot Rate Increase (Cost

of Quality)

Expansion of Slots (Full

School Day and Extended

Day)

Slot Conversion

Goal: 90% of children ready for kindergarten, with race and income eliminated as predictors of success.

Racial Equity Lens Applied Throughout Expansion

44

ECEAP Outcomes

45

23% higher passing rate on 5th grade state reading tests

16% higher passing rate on 5th grade state math tests

Positive effects on student test scores is nearly twice the average effect of other state pre-k programs

ECEAP Results

46

EMPath’s Mobility Mentoring®

47

Mobility Mentoring 2018-19

• 9,873 families participated for the entire school year, including a pre-assessment, goal-setting for family resilience and self-sufficiency and a post-assessment.

• 12,119 concrete goals set, such as creating and following through on a savings plan or obtaining a job.

• Total number of goals achieved within the school year = 6,671

48

2018-19 ECEAP Mobility Mentoring®

2.03

3.41

3.42

2.74

2.13

3.26

4.69

4.65

4.39

3.40

9% attained a higher level of education for a parent

12% improved their access to transportation

13% resolved legal issues

14% improved their housing situation

18% increased their earnings level

Mobility Mentoring Rating 1-5Fall Rating Spring Rating

49

Teaching Strategies GOLD® Child Growth

56%

71%

59%53%

43%36%

90%95%

89% 91% 88%83%

SocialEmotional

Physical Language Cognitive Literacy Mathematics

All ECEAP Children At or Above Age Level, Fall 2018 and Spring 2019Fall 2018

Spring 2019

50

Kindergarten Readiness at End of ECEAP

9.3%

12.8%

11.1%

10.8%

12.3%

11.6%

25.7%

28.0%

26.9%

54.2%

46.9%

50.4%

4's with two yearsECEAP

4's with one yearECEAP

All 4-year-olds

Percent of Children Ready for Kindergarten at End of ECEAP, Spring 2019

Ready in all 6 domains Ready in 4-5 domains Ready in 2-3 domains Ready in 0-1 domains

51

Kindergarten Readiness at End of ECEAP

81%

89%

77%

79%

60%

58%

5%

2%

6%

5%

6%

6%

0% 20% 40% 60% 80% 100%

Social-Emotional

Physical

Language

Cognitive

Literacy

Mathematics

Percent of Children Ready for Kindergarten at End of ECEAPBy Developmental Domain and Length of Attendance

4 year olds with 1 year ECEAP Additional growth with 2 years ECEAP

52

WaKIDS – Children Entering Kindergarten in Fall 2018

45%

33%

27%

16%

18%

15%

11%

13%

13%

0% 20% 40% 60% 80% 100%

All kindergartenersn=77,923

ECEAP enrollment 6 or more monthsn=6,457

Low income kindergarteners excluding ECEAPn=28,544

WaKIDS at Kindergarten Entry, Fall 2018Comparison of Children with Six or More Months ECEAP with All Lower Income and Higher Income Kindergarteners

Ready in 6 domains Ready in 5 domains Ready in 4 domains

53

41%

29%

30%

35%

31%

34%

17%

24%

58%

0% 20% 40% 60% 80% 100%

3 or less

4 or 5

6 of 6

Higher Income

ECEAP

Lower Income

WaKIDS – Children Entering Kindergarten in Fall 2018

WA

54

37%

37%

47%

26%

40%

44%

28%

19%

17%

17%

18%

19%

16%

14%

12%

15%

7%

14%

11%

11%

12%

0% 20% 40% 60% 80% 100%

White, n=2253

Two or More Races, n=521

Native Hawaiian/Other Pacific Islander, n=81

Latinx of any race(s), n=2684

Black/African American, n=561

Asian, n=243

American Indian/Alaskan Native, n=99

Ready in 6 domains Ready in 5 domains Ready in 4 domains

WaKIDS – Kindergarteners with Six or More Months ECEAP, by Race and Ethnicity Fall 2018

55

WaKIDS 6 of 6 by Race/EthnicityAll Children Entering Kindergarten in Fall 2018

51%

51%

31%

30%

40%

57%

30%

0% 20% 40% 60% 80% 100%

White

Two or More Races

Native Hawaiian/Pacific Islander

Latinx

Black

Asian

American Indian/Alaska Native

WA

56

WaKIDS 6 of 6 by Race/Ethnicity & ≤185% FPLAll Children Entering Kindergarten in Fall 2018

33%

36%

25%

22%

35%

36%

26%

0% 20% 40% 60% 80% 100%

White

Two or More Races

Native Hawaiian/PI

Latinx

Black

Asian

AI/AN

WA

57

Share of WA’s children ≤110% FPLNot Meeting WaKIDS 6 of 6 at Kindergarten Entry

58

Statewide Early Learning Feedback Report: All Students

59

ECEAP Impact on Child Health 2018-19

90%

94%

61%

70%

83%

93%

45%

9%

6%

30%

25%

13%

7%

50%

Has medical home

Has medical coverage

Up-to-date on well-child exam

Fully immunized

Has dental home

Has dental coverage

Up-to-date on dental screening

n = 13,247 Children Who Were Enrolled 120 or More Days

At enrollment Achieved while in ECEAP

60

2018-19 Parent Satisfactionn = 3,212 Percentages that agree or strongly agree

My child's teacher and I talked about my child's progress 97%

My child's teacher and I set educational goals for my child 96%

My child's teacher worked with me when I had concerns about my child or my child's classroom 95%

My child's classroom provided learning opportunities in our family's home language 92%

ECEAP Staff helped me access medical services so my child's health care needs were met 90%

After working with family support staff, I was more able to identify my family needs 90%

My family developed goals for important issues in our lives 93%

61

2018-19 Parent Satisfactionn= 3,212 Percentages that agree or strongly agree

My child's teacher and I talked about my child's progress 97%

My child's teacher and I set educational goals for my child 96%

My child's teacher worked with me when I had concerns about my child or my child's classroom 95%

My child's classroom provided learning opportunities in our family's home language 92%

ECEAP Staff helped me access medical services so my child's health care needs were met 90%

After working with family support staff, I was more able to identify my family needs 90%

My family developed goals for important issues in our lives 93%