ECEAP Expansion Plan: 2017-2018 - Washington State Department of Early Learning February 2018 - Department of ...

ECEAP Expansion Plan: 2017-2018 - Washington State Department of Early Learning February 2018 - Department of ...
ECEAP Expansion Plan: 2017-2018
Washington State Department of Early Learning
               February 2018
ECEAP Expansion Plan: 2017-2018 - Washington State Department of Early Learning February 2018 - Department of ...
Washington State Department of Early Learning
                P.O. Box 40970
            Olympia, WA 98504-0970

  For more information email:
ECEAP Expansion Plan: 2017-2018 - Washington State Department of Early Learning February 2018 - Department of ...
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 - Washington State Department of Early Learning February 2018 - Department of ...
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.

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.
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
gaps for the majority of children of
color, and dual language learners.

                                                                 ECEAP Expansion Plan: 2017-2018 School Year                i
Meeting 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               ii
Early 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
         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-
         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        1
B. 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   3
5. 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-
                   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:
5 National Center for Health Statistics, Summary Health Statistic Tables for US Children: National Health Interview Survey. 2015. Table C-7s (Table C-7a):

                                                                                        ECEAP Expansion Plan: 2017-2018 School Year                               4
Because 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
In addition to Guiding Principles in the next
section, four assumptions guide ECEAP
          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       5
prioritization 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
                                          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

6   Readiness for kindergarten is currently determined by meeting six of the six domains of WaKIDS.

                                                                                               ECEAP Expansion Plan: 2017-2018 School Year         6
D. 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                          7
include 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
     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          8
G. 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

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                9
size 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
        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 10
IV. 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
    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-

    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 11
DEL 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
    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
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 workforce

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 13
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
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 14
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