Friday, June 23, 2017

Legislative Session and Government Shutdown Update

On Wednesday this week the state Legislature began its 3rd special session of the year. At the time of writing this, they have not yet come to an agreement on the operating budget, something they are constitutionally mandated to accomplish every two years.* This means that they have until midnight on June 30th to reach said agreement, or the State of Washington shuts down. By law, agencies cannot spend any state or federal funds without a legislatively approved spending plan. What does that mean for the Department of Early Learning, and all of the thousands of children we serve?

To start, we have not had a government shutdown in this state in history, and we don’t expect that we will have one this year. However, as an agency we are legally required to do certain activities to get prepared for the possibility. Families receiving subsidy for childcare and the providers who serve them have been sent notifications of the termination of their services. Agency employees are receiving layoff notices. Contractors are being told that the contracts they’ve prepared and signed with us for the new fiscal year won’t go into effect.

Even though we don’t believe the state will shut down, this prep work is a big challenge for the children, parents, and providers that DEL serves and partners with. We have nothing but the utmost compassion for and empathy with them about the immense stress these legally required activities have caused.

The following is an example of the services that would be effected in the event of a shutdown:
  •  Licensing activities for 5,600 child care programs would cease (only emergency on-call services for DLR/CPS investigations would be running).
  • Child care subsidy would be shut off for about 31,000 low-income families with about 52,500 children.
  • Work done by contractors for services like Early Achievers, Home Visiting, ECEAP, and ECLIPSE (the exception is ESIT services, which has a federal mandate to be uninterrupted).
  • All agency operations, including access to phones and email. There would be no DEL staff to contact during a shutdown.

Some of you may recall from the last budget agreement cycle in 2015 that the budget was enacted at the last possible moment, and then state agencies have to go about the business of reopening for business. It can be a frustrating process, but we are working hard to make sure that our clients experience the most minimal effects possible.

How do you find out if the shutdown has occurred, or if it has, when it is over? Visit the Office Financial Management’s website, They will be the clearinghouse for updates in the event of a shutdown.

To everyone that works tirelessly day after day to care for, support, and love the children of Washington, thank you for your work and patience as we plan through these scenarios. We’re hopeful that we will see a final budget soon and can move forward with the business of preparing our state’s littlest learners for the world ahead.

Ross Hunter

Director, Washington State Department of Early Learning

*Unlike Congress, which can pass continuing resolutions and partial funding bills to punt the responsibility down the line. 

Thursday, June 15, 2017

ECEAP – Washington’s Comprehensive Preschool Program

As another school year draws to a close, we wanted to take a moment to highlight one of the key programs that DEL administers for our state’s littlest learners. We’ve posted about ECEAP often on this blog and in social media, but those of you who are new to the early learning system in Washington may be scratching you heads at this funky acronym and wondering “what does ECEAP do for children?” 

The Early Childhood Education and Assistance Program (ECEAP) is Washington’s pre-kindergarten program that prepares 3- and 4-year-old children for success in school and in life. Children ages 3 and 4 are eligible for ECEAP if their family income is at or below 110 percent of the federal poverty level or if they are experiencing specific risk factors. For a family of 4, that’s $26.730 a year or less. 

Since 1985, ECEAP has focused on the well-being of the whole child by providing comprehensive nutrition, health, education and family support services to Washington’s most at-risk young children. ECEAP currently serves more than 11,500 children in 351 locations in Washington State. 

ECEAP and Academic Benefits 

  • A 2014 evaluation by the Washington State Institute for Public Policy (WSIPP) found that children who participated in ECEAP had significantly higher math and reading test scores in the third, fourth, and fifth grades than similar children who did not participate. 
  • Children who participated in the 2015-16 school year showed significant progress in social-emotional, physical, language, and cognitive development and early literacy and math skills. 

ECEAP – Beyond the Classroom 

ECEAP text boxECEAP’s comprehensive approach goes far beyond the children’s classroom. Parents receive support through the program as well. ECEAP “truly helps future kindergarteners and parents” says Maria, an ECEAP parent. Parents have opportunities to develop leadership skills and work towards their personal goals with the help of program staff. ECEAP staff also assist families with the transition to Kindergarten. 

Nicole, whose son attends the Kennewick School District ECEAP program, describes his tremendous progress since attending ECEAP. “The school and teachers worked hard to accommodate our family’s specific needs,” she explains. Another parent adds that “ECEAP made it possible for our daughter to catch up to the level she should be at.” 

Enrolling in ECEAP

Enrollment for ECEAP services happens at the local level. Each ECEAP program is unique and tailored to the community needs. Interested families are encouraged to contact an ECEAP program to learn more and apply for admission. 

Learn More

Visit the ECEAP webpage to learn more about the program at For general questions contact or call 360-407-3650.  

Wednesday, June 14, 2017

Creating a Digital Child Care Attendance System

“Teacher: [taking attendance] Bueller? Bueller? Bueller?"
"Student: Um, he's sick. My best friend's sister's boyfriend's brother's girlfriend heard from this guy who knows this kid who's going with the girl who saw Ferris pass out at 31 Flavors last night. I guess it's pretty serious.”
                   – Scene from Ferris Bueller’s Day Off
Taking attendance has always been problematic for teachers. Now, the federal government is requiring us to improve our attendance records for child care subsidies. Since they provide the bulk of the funds we use to pay for the subsidies we have to take this seriously.

We’re taking the opportunity to modernize this process in order to make providing child care easier for providers, easier on program administrators, less expensive to tax payers, more accurate and take less time for everyone involved.  

We know that child care providers don’t go into business dreaming about taking attendance and administrative red tape. Storing paper attendance records, submitting requested records via fax, reconciling attendance and subsidy billing; these are all headaches that take time to untangle. For providers, this is time that could be better spent engaging with children, taking advantage of education opportunities, or doing the thousand other things they need to run a successful business. 

There are a lot of important questions we’re considering as we go through this project: will the data collected from the system be secure (absolutely); will the attendance system we’re purchasing be available in languages other than English (we’re working on that); will providers have to pay for the system (the software will be free); and many more. The team working on it has put answers to many of these questions on a new webpage, found here

We’re not replacing the painful billing system yet, but collecting attendance electronically is necessary before we can do that. Replacing billing is high on our priority list for improving the system.

We don’t yet have a set date when all providers accepting subsidy have to begin using the new digital attendance system, but we’ll have more information about implementation dates by August of this year. Keep an eye on the project webpage ( for timing and ways that you can be involved in the project. 

Ross Hunter
Director, Washington State Department of Early Learning

Thursday, June 1, 2017

REVISED: DEL is Seeking Volunteers to Participate as an Attendance Project Usability Tester

We do not need any more volunteers for usability testing.  Due to the tremendous response to our call for volunteers--all of the usability sessions have been filled. 

Thank you to all of the people that volunteered to test the usability of several of the attendance systems DEL is evaluating for purchase.  Your feedback will help DEL find the best attendance tracking system for our state. 


The Department of Early Learning (DEL) is currently working through a new attendance system which will track attendance of children participating in Washington’s child care subsidy program. The process is currently done on paper forms, creating a complicated and confusing process for families, providers, and the State. With the federal government now requiring us to improve our child care subsidy attendance records, we are in the process of selecting an electronic attendance system. This new system will track, store, and report on child attendance to support provider billing. The digital system should be easier to use and more accurate. The goals of the Attendance Project are to:  

  • Replace the manual paper attendance system used by most providers with a modern, off-the-shelf, cloud-based software.
  • Reduce the amount of time that providers and State workers spend tabulating attendance hours.
  • Reduce billing inaccuracies and over-payments with internal controls over child care payments.
  • Implement the new system in a manner that supports providers’ different comfort levels with technology.

Prior to committing to an attendance system we need your help.  We are seeking volunteers, licensed child care providers and parents using licensed care, to test the usability of systems we are evaluating for purchase and provide feedback. Your feedback will directly contribute to the selection of a system that will improve child care subsidy attendance tracking. 

The usability study is being conducted between May 25 through June 8 in Olympia. Volunteers will commit to approximately 1-1 ½ hours in our Usability Lab interacting with one of the attendance systems while providing feedback about the system to a facilitator. These sessions will be video recorded. 

Volunteers are eligible to receive a $75.00 gift card and travel reimbursements based on current state reimbursement rates and in accordance with the State of Washington Office of Financial Management Travel Regulations (current rates for travel can be accessed at: 
If you are interested in participating in this activity, please complete our 3 minute survey ( and a member of the Washington Technology Solutions (WaTech) User Experience Team will contact you within the next two business days to schedule a session.

Please contact with any questions.

Thank you for your interest in contributing to our state’s progress toward building an early learning system that meets the needs of all Washington children and families!

Wednesday, May 31, 2017

NIEER State of Preschool Yearbooks Shows Washington State Among Leading States in Resources, Quality

Each year the National Institute for Early Education Research (NIEER) produces a national report, The State of Preschool Yearbookon state-funded preschool programs with detailed information on enrollment, funding, teacher qualifications, and other policies related to quality. Decades of research shows that early childhood education can prepare children for greater success in elementary school and beyond, with benefits largest for the most disadvantaged-- but only if quality is high. 

Some highlights specific to Washington State include:
  • Washington boosted funding by 26 percent for its Early Childhood Education and Assistance Program (ECEAP) and improved its relatively low enrollment of both 3- and 4-year-olds, according to the 2016 State of Preschool Yearbook released today by the National Institute for Early Education Research (NIEER).
  • Washington’s funding for ECEAP exceeded $97 million while enrollment totaled 11,691 children, about 6.5 percent of 3- and 4-year-olds in the state. 

“Early childhood education is a great investment,” said NIEER Director W. Steven Barnett, Ph.D. “We see Washington making progress on enrollment and spending but more work is needed to expand access to the high-quality pre-K that helps children get the best possible start in life.”

In Washington: 
  • Total funding for ECEAP was $97 million, up 26 percent or almost $20.3 million, adjusted for inflation from 2014-2015. 
  • Enrollment increased 16 percent, or 1,600 additional 3- and 4-year-olds compared to 2014-2015. 
  • Washington served almost 9 percent of 4-year-olds, ranking 32nd out of 44 states, the same as last year. The state also served more than 4 percent of 3-year-olds, ranking 17th out of the 29 states that serve 3-year-olds. 
  • Funding per child was $8,305, up $693 from 2014-2015. Washington ranked 4th on state resources per child, up from 8th last year. 
  • ECEAP meets nine of NIEER’s current quality standards benchmarks; the program does not require lead teachers to have bachelor’s degrees. 
  • Washington’s Department of Early Learning identified a new strategic goal to ensure 90 percent of the state's children are kindergarten-ready by 2020.

Current benchmarks were designed to help states build programs, focusing on resources and policies related to the structural aspects of public pre-K—elements needed for a high-quality program but not fully defining one. This year, NIEER is introduced major revisions to the policy benchmarks raise the bar by focusing on policies that more directly support continuous improvement of classroom quality. State profiles in the 2016 Yearbook include both current and new benchmark scores.

Washington met seven of NIEER’s new quality standards benchmarks, including the new requirement for supports for curriculum implementation. They also meet the new requirement for early learning and development standards that are culturally sensitive, supports, and aligned with other state standards and child assessments. However, current policies fell short on requiring 15 hours of ongoing professional development per year for assistant teachers and professional development plans for all lead and assistant teachers. Washington is engaged in work to bolster state-pre-K quality as they work to serve all eligible children.

Read the full report on the State of Preschool 2016 or the Executive Summary.

Thursday, May 25, 2017

DEL is Accepting Applications for Vacancies on the Early Learning Advisory Council

The Department of Early Learning (DEL) is filling three seats on the Washington Early Learning Advisory Council (ELAC) and is accepting applications from qualified and interested individuals. The open seats will represent the following: 
  • A Family Home Child Care provider
  • A Parent representative  
  • An Early Childhood Education and Assistance Program (ECEAP) representative
These governor-appointed seats are two-year positions and will be effective upon appointment. 


ELAC was created by the Legislature in 2007.  The Council plays a pivotal role in the early learning system as an advisory body to DEL and serves as a connector among the state, local communities and constituencies across Washington. 

ELAC’s membership reflects Washington’s regional, racial, and cultural diversity and includes parents, child care providers, health/safety experts and legislators, as well as representatives of Tribal Nations, independent schools, the K-12 and higher education systems, and others interested in creating a statewide early learning system that helps all children realize their full potential. Read more about ELAC and its work.

ELAC representatives from around the state meet regularly to advise and work with DEL to assist in policy development and implementation that assist the department in promoting alignment of private and public sector actions, objectives, and resources, so that partners can collectively ensure that all children succeed in school and life. 


Members serve two-year terms that expire on June 30th of the second year. ELAC meets at least six times per year; generally from 9 a.m. to 4 p.m. ELAC members are expected to attend the majority of meetings and be prepared to actively participate. Participants who volunteer in subcommittees or work groups should expect to meet outside of the regular meeting dates. 

The open membership seats are unpaid positions, although non-governmental members may be eligible for compensation and reimbursement for travel expenses incurred while carrying out ELAC duties.


Interested individuals who can commit to the membership requirements can apply for an open ELAC seat online on the Governor’s website by June 18, 2017. Along with your resume, please attach a brief statement that addresses the following: 
  • Which vacant seat are you applying for and how do you meet the criteria? 
  • Why would you like to serve as a representative on ELAC? 
  • How did you hear about ELAC and/or who referred you? 
  • What is your perspective on or approach to providing equitable early learning opportunities? 
  • What impact do you hope to see ELAC have on early learning in Washington, and how would you like to contribute to that effort?
Please contact with any questions.

Thank you for your interest in contributing to our state’s progress toward building an early learning system that meets the needs of all Washington children and families!

Friday, May 19, 2017

Negotiated Rule Making Starts Today

We are starting a negotiated rule making and public comment process today for DEL’s updated, aligned, and weighted set of rules for Family Home and Center child care facilities. Check out the website for lots and lots of detail on the process.

This process is the required next step to completing our Standards Alignment process. The Early Start Act of 2016 mandated that DEL “align” its licensing rules for family homes and child care centers. This is essentially a re-write of the entire licensing WAC, and we’ve taken the opportunity as part of this do something long requested by our providers – “weighting” the rules so everyone shares the same sense of the importance of one rule over another in ensuring safety. The end result should be a progression of standards and regulations between licensed child care, Early Achievers, and ECEAP. The early learning system will have a unified set of regulations that are easy to understand by providers in the field.

Many agencies would choose at this point to negotiate separately the set of aligned rules with each group of “affected parties,” and then hold a protracted public comment process. Instead, DEL has chosen to gather public comments and negotiate the rules with people and organizations affected by them, all at the same time. 

I actually think this is a good idea – to get the interested parties all at one table together, trying to reach some sort of consensus. Adding parents and the public to the process will, I hope, vastly improve the quality of the outcome. The early learning field has made such great strides in the past few years in part because so many groups have often come together with one goal in mind: the health and well being of our state’s littlest learners. This process shouldn’t be any different.

People are obviously going to come at this from different perspectives and experiences. That’s a good thing. There may at times even be a little tension. That’s ok too. Push and pull is a healthy part of democracy. It ensures all groups and individuals are respected, considered, and protected. I’m confident about the great intentions of everyone who’s participating, whether it be in the formal negotiations, through alignment cafes, or by submitting comments as individuals. I’m also impressed by the work the DEL team has done thus far to get us all to this point. I look forward to the results.

Ross Hunter
Director, Washington State Department of Early Learning