ECEAP Services Guidance In COVID-19

ECEAP Services Guidance inCOVID-19March 12, 2021www.dcyf.wa.gov1

What is ECEAP?Prepares Washington’s 3- and 4-year oldchildren who are furthest from opportunityfor success in school and life.Provides individualized education, familysupport, health, and nutrition services forthe specialized population we serve. Increases social-emotional, physical,and pre-academic skills. Ensures each child receives medical anddental screenings and care. Helps families move toward selfsufficiency and builds their capacity tosupport their children’s success.2

Characteristics of ECEAP Children 2019-2020Family Income (% FPL)60%54%50%40%27%30%20%6%10%8%6%0% 80% FPL80-110% FPL 110-130% FPL 130-185% FPL 185% FPL3

Characteristics of ECEAP Children – Race/EthnicityPercentage of Children by Race and Ethnicity:All ECEAP Compared to All Washington1%American Indian/Alaska Native2%7%Asian4%4%Black/African American10%24%LatinxNative Hawaiian/Pacific IslanderTwo or more races41%1%2%7%10%WhiteAll Young children in WA State34%52%All ECEAP4

Characteristics of ECEAP Children – Risk FactorsSingle parent34%32%Limited English proficiencyFamily domestic violence13%11%11%10%9%8%8%8%6%5%3%CPS involvementParent education 6th grade or lessParent is migrant workerFoster or kinship careTeen parent0%10%19%20%30%40%42%50%5

ECEAP OutcomesKindergarten ReadinessChild and Family Self-SufficiencyFall Rating18% increased their earnings levelSpring Rating2.1314% improved their housing situationMobility Mentoring Rating 1-53.402.744.3913% resolved legal issues3.424.6512% improved their access to transportation3.414.699% attained a higher level of education for a parent2.033.266

ECEAP Services in Spring 2020“Thank you for yourencouraging words,Miss Terri, we lovereading your wordsback to him and helphim have fun withwriting. He reads youremails himself and isworking on histantrums.”“K wanted to send avideo saying shemisses you, and she’sbeen practicing hersorting and writing!She especially lovesthe videos you've sentout, she likes topretend to be youmaking a video ofsorting and talk to her‘class’ as she does it.”7

DCYF ECEAP Commitment to Creating: Enough flexibility so contractors can differentiate service delivery in theirown communities in a way that decreases family isolation and allows forrobust partnerships. Pathways that ensure children and families who are disproportionatelyimpacted by COVID-19 receive services and that opportunities for impactwere maximized. Advancing racial equity in action for black, indigenous communities, and allother communities of color disproportionality impacted by historicalracism. Including creating guidance that did not contribute to racist andoppressive practices and policies. Individualized and differentiated services that meet the needs of families,staff and communities.8

Important ContextActing on the best available and mostcredible scientific knowledge has neverbeen more essential, yet science by itselfdoes not have all the answers. Comingfrom two very different areas of research,the most highly relevant science-basedmessages are urging both supportiverelationships and social distancing ascritical priorities. Prolonged physicalseparation is absolutely necessary to slowdown the progression of a pandemic;responsive social interaction is essential forstrengthening resilience in the face ofadversity.Reconciling these conflicting necessities anddeveloping effective strategies requires thecombined wisdom of rigorous scientificthinking, on-the-ground expertise, and thelived experiences of a wide diversity ofpeople and communities. As we pull out allthe stops to prevent broader infection, wemust also remain vigilant in caringproactively for those who are especiallyvulnerable to the threat and consequencesof social isolation.-Harvard Center on the Developing Child9

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Pathways From COVID-19 Shutdown and EconomicRecession to Increased Child Maltreatment11

ECEAP Services During Spring 2020ECEAP services during the COVID-19 pandemic in spring 2020 rangedfrom the following essential services, and more: Continuing education for children online and through materials,supplies, and activities. Family support resources, support, crisis management, and goalsetting. Emergency food and meal distribution to ECEAP children and families.12

What Does Non-Traditional Remote Services Mean?Increased Resources forFamilies and ChildrenIncreased Visits withFamiliesIncreased OnlineSupports Front Porch and Bus Delivery/Drop Offs Parent Pick Up Emailed and Traditional Mail Delivery On topics that include, but are not limited to children’s educational goals,parenting, health & safety, mental health, financial, nutritional, and distribution offood to decrease food insecurity Differentiated to meet the needs of each family so some families receive morethan others depending on need Increased connections to others in the classroom community while followingsocial distancing guidance for safety Inclusive of all three components of comprehensive services Can be combined with online options Increased educational, health, and family support resources Increased family connection opportunities, including leadership, parentgroups, education topics Can be combined with Family Visits13

ECEAP Service DeliveryIn-Person and NonTraditional Remote Services Provided ECEAP comprehensive services with some sites providing inperson services Followed DOH guidelines Provided NTRS Services to families staying homeNon-Traditional Services Provided ECEAP comprehensive services through NTRS includingeducational and family supports to children and families who neededfood, relevant resources and additional supportsContributed to Larger SchoolEmergency Child Care EffortsSupports Offered throughDCYF ECEAP ECEAP staff supported the school communities they work for by makingmeals and providing emergency childcare for the children of firstresponders and hospital staff Education and Family Support Online Community Forums for over 1,600 staff Weekly Webinars for Education, Family Support, and ECEAP Directors Weekly Updates to the Q&A ECEAP Page Collaborative Mental Health and Health Webinars14

ECEAP Education Services During COVID-19Phase 1 Phase 2 Same as above with increase in-person contact for children and families at drop off and pick up Increase transportation servicesPhase 3 Same as above with continued individualization in classroom participation based on child’s healthneeds, the health needs of family members and family fearsPhase 4 Traditional on-site ECEAP servicesFull lesson planning with COVID-19 considerationsTeachers engaging with children through online and in-person instructionCreating online connections to children through secure group pagesExpansion of classroom activities outdoorsMeeting with families safely about children’s educational goals and needsIndividualized supports for children who are demonstrating need, including implementing IEPsCollecting observations from families, and in-person as applicableCreating and dispersing educational activities for families and children15

A Typical Day in the Life of anECEAP Teacher During COVID-19Regular phone, email, textCreating and loading videos to YouTubecommunication with familiesaround STEM, story time, language,(weekly, daily, or different frequency patterning, large motor, sign languagebased on family need)Individual, small group, and largegroup Zoom meetings with childrenin classDelivering bi-weekly individualizededucational activity packets tofamilies, based around householditemsLanguage development videos, includingvideos in Lushootseed (Tulalip ECEAP)Resources sent to families such asScholastic, Lakeshore, ReadyRosie,story times, ABC mouse, other onlineplatformsReviewing individual learning plangoals for each child with each family,including a large amount of parentinput on goalsConducting observations of childrenvirtually, through parent collection, andthrough videos and pictures captured byparentsIncreased planning time to be able toplan more in-depth for services forchildrenEmergency child careLesson planning, both for the group ofchildren but more for individual children,highly focused on social-emotional domainSafe home and center visits to workwith children and families whoneeded extra support16

We went to Safewaywhile buying groceriesand looked for numbersup to 25. She had a hardtime at first tounderstand that thenumbers had to be nextto each other. But sinceshe figured it out, shewas finding some of thenumbers everywhere.She had a lot of fun andloved including her littlesister to find some.17

A Typical Day in the Life of anECEAP Teacher Assistant During COVID-19Supporting teachers in creatingweekly lesson plansExtra paperwork support to FamilySupport Specialists who areoverwhelmedMapping family homes andcreating delivery schedulesbased on the mapsGetting the YouTube channel upand running, and maintainedExtra support for teachers in paperwork Offering families additionaland reportingresources, such as health careExtra one-on-one Zoom callswith children to work on skillsthat the child needsProfessional development online, suchas ECE webinarsHelping parents complete theAges and Stages QuestionnaireCollecting photos and videosfrom familiesZoom meetings with coworkers tosupport online learningExtra meetings with families toask what they needed andprovide support18

“My son is loving all the funschool lessons plans. He doesmiss school and all his teachersbut really enjoys learning nomatter what style or type he justloves to learn. Thank you somuch for sharing videos it helpsme for sure.”19

ECEAP Family Support Services During COVID-19Phase 1 Gathering of information from families virtually and in person to complete Mobility Mentoringassessment three times this year Providing resource materials to families via email, mail, porch drop off, and in-person when applicable Online parenting education groups and learning opportunities Providing online or safe social distance parent meet ups in parks and other locations to decreaseisolation and increase parent leadership skills Translation of materials as needed and advocacy and support as parents navigate challenging systemsPhase 2 Same as above with gradual increased in-person servicesPhase 3 Same as above with gradual increased in-person servicesPhase 4 Traditional on-site ECEAP services20

A Typical Day in the Life of ECEAP Family Support StaffDuring COVID-19Family support check ins via phone, email,text regularly (weekly, daily or otherfrequency based on family needGathering supplies for families anddistributing, including clothes, food, toiletpaper, etc.Help answering questions and navigating theunemployment systemProfessional development includingCreating YouTube videos for children andtrainings, webinars, and peer learning groups familiesbetween family support staffChecking in and connecting families toregular medical and dental care throughoutCOVID-19Helping families modify and complete theirfamily goals to be more focused on basicneeds and family needs during COVID-19Increasing dialogue with families aroundfears, confusion, and needs during COVID-19Increasing community partnerships to meetfamilies needs, such as working hand in handwith food agenciesCoordinating financial assistance for familieswho lost incomeCreating and holding drive through resourcefairsRecruiting and enrolling families for nextyear with new methods due to COVID-19Creating and maintaining ways to keep intouch with families, such as social mediapagesEncouraging, connecting, and helpingfamilies troubleshoot around the educationactivities (such as Zoom meetings)Building responsive and creative ways toengage families in parent education duringCOVID-19*Please note that a majority of Family Support staff are also the staff who track and support families in meeting enrollment and health requirements21