Early Achievers And ECEAP Alignment Progression .
Early Achievers and ECEAP Alignment Progression – Community Engagement TemplateInteractions and CurriculumKey:New requirementFederal or state requirement.Proposed WAC170-300-0300Special needs accommodations.(1) An early learning program must makereasonable accommodations to facilities,equipment, furniture, and activities to meet theindividual special needs of enrolled childrenwith impaired health or limited abilities,pursuant to the Washington Law AgainstDiscrimination (chapter 49.60 RCW) and theADA. Weight #6(2) An early learning provider must submit anaccommodation plan to the department forapproval as soon as a child with special needs isenrolled or identified by a professional listed insubsection (3)(b) of this section. Thedepartment must review and returnaccommodation plans to the provider. Weight#5(3) The department may approve an early learningprovider’s planned accommodations once:(a) A provider submits to the department awritten Individual Care Plan of how the1Proposed Early AchieversThe Early Achievers Quality Standards incorporatetwo standardized program assessments: theEnvironment Rating Scales (ERS) and theClassroom Assessment Scoring System (CLASS).The ERS and CLASS both measure facility quality byevaluating the types of supports available tochildren. Because each tool focuses on differentelements within the environment, Early Achieversuses both to provide a comprehensive assessmentof facility quality.Scoring on the ERS is assigned on a 7-point scale.The CLASS is scored on a continuum from onethrough seven, with 1-2 considered low, 3-5considered middle, and 6-7 considered high. Forchild care centers, the facility ERS and CLASS scoresare averages based on the scores of all assessedclassrooms.The Early Achievers Quality Standards incorporatethe Environment Rating Scales (ERS): Infant Toddler Environment Rating ScaleChange is based on quality improvement efforts from the Pre-K Quality Self-Assessment.1Proposed ECEAPProgression from WAC 170-300-0300ECEAP contractors must have a written policy tosupport children with special needs in inclusiveenvironments. This policy must include thecontractor’s philosophy, strategies, and a plan toindividualize accommodations. 1
Early Achievers and ECEAP Alignment Progression – Community Engagement TemplateInteractions and CurriculumKey:New requirementFederal or state requirement.special needs of a child will be met whenenrolled or identified. This plan must besigned by the parent or guardian, may bedeveloped using a department providedtemplate, and must contain:(i)The child’s diagnosis;(ii)Contact information for theprimary health care provideror other relevant specialist;(iii)A list of medication to beadministered at scheduledtimes, or during anemergency along withdescriptions of symptomsthat would trigger emergencymedication;(iv)Directions on how toadminister medication;(v)Allergies;(vi)Food allergy and dietaryneeds pursuant to WAC 170300-0186;(vii) Activity, behavioral, orenvironmental modificationsfor the child;(viii) Known symptoms and whattriggers to avoid;(ix)Emergency response plans (ITERS-3) i is designed to be used with oneclassroom or one group at a time, forchildren ages birth to three yearsEarly Childhood Environment Rating Scale(ECERS-3) is designed to be used with oneclassroom or one age group, for childrenages three to five yearsFamily Child Care Environment Rating Scale(FCCERS-R) is designed to be used in onefamily home early learning programThe ERS measures early learning program quality byevaluating the types of supports available tochildren. Scoring on the ERS is assigned on a 7-pointscale. For early learning programs, the ERS scoresare averages based on the scores of all assessedclassrooms or groupsECERS-3 Program StructureFCCERS-RProgram Structure Provisions for Children with DisabilitiesITERS-3 Program Structure2
Early Achievers and ECEAP Alignment Progression – Community Engagement TemplateInteractions and CurriculumKey:New requirementFederal or state requirement.and what procedures toperform; and(x)Suggested special skillstraining, and education forearly learning program staff,including specific pediatricfirst aid and CPR for specialhealth care needs.(b) An early learning provider hassupporting documentation of the child'sspecial needs provided by the child’slicensed or certified:(i) Physician or physician'sassistant;(ii) Mental health professional;(iii) Education professional;(iv) Social worker with a bachelor'sdegree or higher with aspecialization in the individualchild's needs; or(v) Registered nurse or advancedregistered nurse practitioner.Weight NA(4) An early learning provider’s written plan anddocumentation for accommodations must be in theform of an:(a) Individual education plan (IEP);3
Early Achievers and ECEAP Alignment Progression – Community Engagement TemplateInteractions and CurriculumKey:New requirementFederal or state requirement.(b) Individual health plan (IHP);(c) 504 plan; or(d) Individualized family service plan (IFSP).Weight #5(5) An early learning provider's written plan and alldocumentation required under this section must bekept in the child's file, and must:(a) Be available for department review;(b) Have parent permission that a visitinghealth professional may provideservices to the child at the earlylearning program, if applicable;(c) Have verification that early learningprogram staff involved with aparticular child has been trained onimplementing the Individual Care Planfor that child, if applicable; and(d) Be updated annually or when there is achange in the child's special needs.Weight #5Proposed WAC170-300-0305Curriculum philosophy and planning.Proposed Early AchieversProgression from WAC 170-300-03054Proposed ECEAPCurriculum PhilosophyProgression from 170-300-0305 (1)
Early Achievers and ECEAP Alignment Progression – Community Engagement TemplateInteractions and CurriculumKey:New requirementFederal or state requirement.(1) An early learning provider must have andfollow a written curriculum philosophy thatdescribes the program of planned dailyactivities related to early childhood or childdevelopment. The curriculum philosophy mustaddress all age groups being served, beinformed by the Washington State EarlyLearning and Development Guidelines, andinclude:(a) How children develop emotionally,socially, cognitively, and physically;(b) What early learning looks like or areasof focus for each age group beingserved;(c) How the provider will meet cultural,dual language learner, and specialneeds of children in care;(d) How to guide learning and socialinteractions;(e) The importance of play to a child’slearning process; and(f)For infants and toddlers, theimportance of developing consistent,nurturing relationships with caregivers as acomponent of learning. Weight #1Dedicated time for teaching staff planning time ona weekly basisand evidence that the allotted schedule forteaching team planning is actually followed Do staff have regular dedicated time of atleast one hour per week or a total of fourhours per month to plan together as ateaching team when they are notresponsible for the care of children and notcounted in ratio?Evidence of a schedule showing that eachteaching team has regular, dedicatedplanning time as a team must be provided.For this component: teaching staff refers toteaching teams who work together, (i.e.lead teachers, co-teachers and assistants)whether it be home or center based. If onlyone person is responsible for the care ofthe children, the early learning educatormust demonstrate that they plan and usededicated planning time.(2) Staff must be trained on the program’scurriculum philosophy. Weight #15Contractors must implement Creative Curriculum ,HighScope , or an alternative department-approvedcomprehensive research-based curriculum.Contractors must obtain written approval from thedepartment’s ECEAP office before implementing analternative curriculum.Progression from 170-300-0305 (1)Contractors must ensure a culturally relevantcurriculum that: Reflects the cultures of enrolled children. Supports ongoing development of eachchild's home language, while helping eachchild learn English. Includes and demonstrates respect fordiverse family structures and cultures. Focuses on the daily life of families in thecommunity, rather than only on holidays,celebrations, or people far away.Curriculum PlanningProgression from 170-300-0305Contractors must ensure that staff plan earlylearning experiences and maintain written planswhich describe the activities for each class day.These written plans must address: The Washington State Early Learning andDevelopment Guidelines in social-emotional
Early Achievers and ECEAP Alignment Progression – Community Engagement TemplateInteractions and CurriculumKey:New requirementFederal or state requirement.(3) A Lead Teacher must use at least one hour ofscheduled and documented planning time eachweek to develop curriculum and activities.Planning may be done during rest time but allsupervision requirements of WAC 170-3000345 must be met. Curriculum and activityplans must be available for department review.Weight #1 development, physical development,language development, and cognitivedevelopment including literacy andmathematics.Each component of the daily routine.Supports for individualized instruction forchildren with a range of abilities.Children’s developmental and learninggoals including Individualized EducationPlans (IEP).Information gained from child observationand assessment. Nutrition education activities including teachinghealthy foods and portion sizes Parent ideas for activities and experiences.Written plans must not include religious activities.This does not preclude children or families fromsharing their traditions.Progression from 170-300-0305 (3)ECEAP contractors must ensure staff have regulardedicated time of a minimum of one hour per weekof for team curriculum planning when they are notresponsible for the care of children and notcounted in ratio. 22This is a progression from WAC as ECEAP is focused on teaching team curriculum planning together, not just the lead teacher planning.6
Early Achievers and ECEAP Alignment Progression – Community Engagement TemplateInteractions and CurriculumKey:New requirementFederal or state requirement.Proposed WAC170-300-0310Concept development and feedback quality.(1) An early learning provider must facilitateactivities to support child learning andunderstanding. Weight #1(2) An early learning provider can facilitate childlearning and understanding through techniquesincluding, but not limited to:(a) Using a variety of teaching strategies(different techniques, curricula, orstyles) and materials to addressdifferent learning styles, abilities,developmental levels, andtemperament; Weight #5(b) Helping children enter into and sustainplay; Weight #1(c) Encouraging children to participate byasking questions and providingguidance; Weight #1(d) Providing opportunities for children’screativity; Weight #1(e) Linking concepts and activities to oneProposed Early AchieversProgression from WAC 170-300-0310The Early Achievers Quality Standards incorporatetwo standardized program assessments: theEnvironment Rating Scales (ERS) and theClassroom Assessment Scoring System (CLASS).The ERS and CLASS both measure facility quality byevaluating the types of supports available tochildren. Because each tool focuses on differentelements within the environment, Early Achieversuses both to provide a comprehensive assessmentof facility quality.Scoring on the ERS is assigned on a 7-point scale.The CLASS is scored on a continuum from onethrough seven, with 1-2 considered low, 3-5considered middle, and 6-7 considered high. Forchild care centers, the facility ERS and CLASS scoresare averages based on the scores of all assessedclassrooms.The Early Achievers Quality Standards incorporatethe Environment Rating Scales (ERS):7Proposed ECEAPECEAP Standard eliminated. This is covered in WAC170-300-0310 and Early Achievers.
Early Achievers and ECEAP Alignment Progression – Community Engagement TemplateInteractions and CurriculumKey:New requirementFederal or state requirement.another and to the children’s lives andinterests; Weight #1(f) Noticing and responding to teachablemoments; Weight #1(g) Clarifying and expanding children’sunderstanding; Weight #1(h) Describing and discussing children’slearning processes; Weight #1(i) Encouraging children’s efforts andpersistence; Weight #1(j) Showing tolerance for mistakes; Weight#5(k) Using diverse vocabulary; Weight #1(l) Leading discussions and activities; andWeight #1(m) Providing materials during the day,including daily routines such as mealsand transitions, to encouragecommunication in English andchildren’s home languages whenpossible. Weight #1 Infant Toddler Environment Rating Scale(ITERS-3) ii is designed to be used with oneclassroom or one group at a time, forchildren ages birth to three yearsEarly Childhood Environment Rating Scale(ECERS-3) is designed to be used with oneclassroom or one age group, for childrenages three to five yearsFamily Child Care Environment Rating Scale(FCCERS-R) is designed to be used in onefamily home early learning programThe ERS measures early learning program quality byevaluating the types of supports available tochildren. Scoring on the ERS is assigned on a 7-pointscale. For early learning programs, the ERS scoresare averages based on the scores of all assessedclassrooms or groupsECERS-3 Language and Literacy Learning Activities InteractionITERS-3 Language and books Activities Interaction8
Early Achievers and ECEAP Alignment Progression – Community Engagement TemplateInteractions and CurriculumKey:New requirementFederal or state requirement.Reference: Classroom Assessment Scoring System(CLASS)Pre-K CLASSInstructional Support Concept Development Quality of FeedbackToddler CLASSEngaged Support for Learning Facilitation of Learning and Development Active Facilitation Expansion of CognitionProposed WAC170-300-0315Language modeling and reasoning.(1) An early learning provider must be aware ofand responsive to children’s developmental,linguistic, cultural, academic, and needs by:(a) Asking children to share ideas about astory being read or to tell about theirown experiences. Questions should beProposed Early AchieversProgression from WAC 170-300-0315The Early Achievers Quality Standards incorporatetwo standardized program assessments: theEnvironment Rating Scales (ERS) and theClassroom Assessment Scoring System (CLASS).The ERS and CLASS both measure facility quality by9Proposed ECEAPECEAP Standard eliminated. This is covered in WAC170-300-0315 and Early Achievers.
Early Achievers and ECEAP Alignment Progression – Community Engagement TemplateInteractions and CurriculumKey:New requirementFederal or state requirement.appropriate for the age group andallow children to answer withoutcorrection from the provider;(b) Circulating among the children duringfree choice activities and talking withchildren about what they are doing;and(c) Using teaching techniques such as:(i) Self-talk: when the providertalks about what he or she isdoing, seeing, eating, touching,or thinking as he or she isinvolved in that activity;(ii) Parallel-talk: when the providertalks about what the child isdoing, seeing, eating, ortouching as the child isengaging in those activities; or(iii) Language expansion: when theprovider adds detail or new, moreexact words to build on ideas thatchildren are expressing.Weight #1(2) An early learning provider working withpreschool and school-age children must uselanguage to develop and encourage reasoningskills by:evaluating the types of supports available tochildren. Because each tool focuses on differentelements within the environment, Early Achieversuses both to provide a comprehensive assessmentof facility quality.Scoring on the ERS is assigned on a 7-point scale.The CLASS is scored on a continuum from onethrough seven, with 1-2 considered low, 3-5considered middle, and 6-7 considered high. Forchild care centers, the facility ERS and CLASS scoresare averages based on the scores of all assessedclassrooms.The Early Achievers Quality Standards incorporatethe Environment Rating Scales (ERS): Infant Toddler Environment Rating Scale(ITERS-3) iii is designed to be used with oneclassroom or one group at a time, forchildren ages birth to three years Early Childhood Environment Rating Scale(ECERS-3) is designed to be used with oneclassroom or one age group, for childrenages three to five years Family Child Care Environment Rating Scale(FCCERS-R) is designed to be used in onefamily home early learning program10
Early Achievers and ECEAP Alignment Progression – Community Engagement TemplateInteractions and CurriculumKey:New requirementFederal or state requirement.(a) Talking about logical relationships orconcepts during the day including, butnot limited to the daily schedule, thedifferences and similarities betweenobjects, or people in the classroom;(b) Introducing concepts using guidingquestions that encourage children tofigure out cause and effectrelationships;(c) Providing opportunities for readingand writing activities; and(d) Asking open ended questions to helpchildren improve skills and acquireknowledge.Weight #1(3) An early learning provider working with nonEnglish speaking children must encouragelanguage development and acquisition by:(a) Using words in various languages totalk about the routines;(b) Reading books out loud or using audiobooks; and(c) Playing games in different languages.Weight #1The ERS measures early learning program quality byevaluating the types of supports available tochildren. Scoring on the ERS is assigned on a 7-pointscale. For early learning programs, the ERS scoresare averages based on the scores of all assessedclassrooms or groupsECERS-3 Language and Literacy Learning Activities Interaction Program StructureITERS-3 Language and Books Activities InteractionReference: Classroom Assessment Scoring System(CLASS)Pre-K CLASSInstructional Support Language Modeling Open-ended questions Self-talk and parallel talk11
Early Achievers and ECEAP Alignment Progression – Community Engagement TemplateInteractions and CurriculumKey:New requirementFederal or state requirement.Quality of Feedback Feedback LoopsToddler CLASSEngaged Support for Learning Facilitation of Learning and Development Quality of Feedback Language Modeling12
Early Achievers and ECEAP Alignment Progression – Community Engagement TemplateInteractions and CurriculumKey:New requirementFederal or state requirement.Proposed WAC170-300-0320Facilitating child interests, learning, perspective,and productivity.(1) An early learning provider must work tomaximize children’s interests, engagement withactivities, and ability to learn from play by:(a) Maximizing learning time with learningmaterials and products, limitingdisruptions during activities, andoffering additional choices whenactivities are completed;(b) Giving clear instructions and directionsto limit wandering time; and(c)Making transitions opportunitiesfor children to learn throughcommunicating clear expectations andkeeping transitions brief with limited waittime.Weight #1(2) An early learning provider must offerdevelopmentally and culturally responsiveactivities that offer a range of auditory, visual,and movement opportunities that:(a) Encourage child engagement;(b) Promote each child’s self-help andProposed Early AchieversProgression from WAC 170-300-0320The Early Achievers Quality Standards incorporatetwo standardized program assessments: theEnvironment Rating Scales (ERS) and theClassroom Assessment Scoring System (CLASS).The ERS and CLASS both measure facility quality byevaluating the types of supports available tochildren. Because each tool focuses on differentelements within the environment, Early Achieversuses both to provide a comprehensive assessmentof facility quality.Scori
Early Achievers and ECEAP Alignment Progression – Community Engagement Template Interactions and Curriculum Key: New requirement Federal or state requirement. 5 (1)An early learning provider must have and follow a written curriculum philosophy that describes the program of planned daily activities related to early childhood or child development.
Education and Assistance Program (ECEAP). They serve as the basis for ECEAP program monitoring. Contractors must comply with the Performance Standards as part of their contract with the Department of Children Youth and Families. ECEAP Contractors must also comply with all applicable fede
Washington State's QRIS is called Early Achievers. At the time of this study Early Achievers was a voluntary program, but since the passage of the Early Start Act in 2015, participation has been mandated for all child care sites serving children with subsidies as well as Early Childhood Education and Assistance Program (ECEAP) sites.
Early Achievers Continuous Quality Improvement (CQI) Webpage Early Achievers launched a . webpage to share the revision process that is underway. You’ll find videos in English, Spanish , and Somali addressing the process , big picture thinking , and components of Early Achievers. Surveys are available for
to support the energy conservation technical measures . The necessity of energy conservation by explaining the impact of the energy consumption on the environment and SVG economy . Evaluation 17 ECEAP Ex-ante evaluation 18 ECEAP Mid-term evaluation
2018-19 ECEAP OUTCOMES REPORT The value of comprehensive services in ECEAP and similar programs goes beyond the impact on individual children. Economist and Nobel Prize recipient James Heckman makes a strong case that investing in comprehensive services for disadvantaged young children is in our national interest in his detailed . 2017 letter
Y Achievers Y Achievers is a career development college preparation program for youth ages 12-17 to who attend school in a low income neighborhood. The goal of Y Achievers is to provide role models and mentors whose success and knowledge will inspire youth. Y Achievers also seeks to expose youth to diverse career options and raise academic .
a learning environment. For this reason, Young Achievers are required to serve as role models and volunteers within their schools and communities. Young Achievers are identified by their school principals as OP-eligible students with the potential to succeed at university. Since 2009, more than 900 Young Achievers have participated in the program.
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