wa-law.org > bill > 2023-24 > HB 1697 > Original Bill

HB 1697 - Early achievers, voluntary ¶

Source

Section 1 ¶

The family assessment response worker must assess for child safety and child well-being when collaborating with a family to determine the need for child care, preschool, or home visiting services

The family assessment response worker shall, when appropriate, provide referrals to certified and licensed child care and early learning programs.
Prior to closing the family assessment response case, the family assessment response worker must, when appropriate, discuss child care and early learning services with the child's parent or caregiver.
If the family plans to use child care or early learning services, the family assessment response worker must work with the family to facilitate enrollment.

Section 2 ¶

The department, in collaboration with tribal governments and community and statewide partners, shall implement a quality rating and improvement system, called the early achievers program. The early achievers program provides a foundation of quality for the early care and education system. The early achievers program is voluntary for licensed or certified child care centers, family home child care, outdoor nature-based child care, and early learning programs such as working connections child care and early childhood education and assistance programs.
The objectives of the early achievers program are to:
1. Improve short-term and long-term educational outcomes for children as measured by assessments including, but not limited to, the Washington kindergarten inventory of developing skills in RCW 28A.655.080;
2. Give parents clear and easily accessible information about the quality of child care and early education programs;
3. Support improvement in early learning and child care programs throughout the state;
4. Increase the readiness of children for school;
5. Close the disparities in access to quality care;
6. Provide professional development and coaching opportunities to early child care and education providers; and
7. Establish a common set of expectations and standards that define, measure, and improve the quality of early learning and child care settings.

Participation in the early achievers program is voluntary

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1. There are five primary levels in the early achievers program.
2. In addition to the primary levels, the department must establish an intermediate level that is between level 3 and level 4 and serves to assist participants in transitioning to level 4.
3. Participants are expected to actively engage and continually advance within the program.
The department has the authority to determine the rating cycle for the early achievers program.
1. Early achievers program participants may request to be rated at any time after the completion of all level 2 activities.
2. The department shall provide an early achievers program participant an update on the participant's progress toward completing level 2 activities after the participant has been enrolled in the early achievers program for fifteen months.
3. The first rating is free for early achievers program participants.
4. Each subsequent rating within the established rating cycle is free for early achievers program participants.
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1. Early achievers program participants may request to be rerated outside the established rating cycle. A rerating shall reset the rating cycle timeline for participants.
2. The department may charge a fee for optional rerating requests made by program participants that are outside the established rating cycle.
3. Fees charged are based on, but may not exceed, the cost to the department for activities associated with the early achievers program.
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1. The department must create a single source of information for parents and caregivers to access details on a provider's early achievers program rating level, licensing history, and other indicators of quality and safety that will help parents and caregivers make informed choices. The licensing history that the department must provide for parents and caregivers pursuant to this subsection shall only include license suspension, surrender, revocation, denial, stayed suspension, or reinstatement. No unfounded child abuse or neglect reports may be provided to parents and caregivers pursuant to this subsection.
2. The department shall publish to the department's website, or offer a link on its website to, the following information:
  1. Early achievers program rating levels 1 through 5 for all participating child care programs , early childhood education and assistance programs, and federal head start programs in Washington; and
  2. New early achievers program ratings within 30 days after a program receives a rating.
3. The early achievers program rating levels shall be published in a manner that is easily accessible to parents and caregivers and takes into account the linguistic needs of parents and caregivers.
d.

Early achievers program participants who have published rating levels on the department's website or on a link on the department's website may include a brief description of their program, contingent upon the review and approval by the department, as determined by established marketing standards.

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1. The department shall create a professional development pathway for early achievers program participants to obtain a high school diploma or equivalency or higher education credential in early childhood education, early childhood studies, child development, or an academic field related to early care and education.
2. The professional development pathway must include opportunities for scholarships and grants to assist early achievers program participants with the costs associated with obtaining an educational degree.
3. The department shall address cultural and linguistic diversity when developing the professional development pathway.
The early achievers quality improvement awards shall be reserved for participants offering programs to an enrollment population consisting of at least five percent of children receiving a state subsidy.

10.

a. The department shall accept national accreditation that meets the requirements of this subsection (10) as a qualification for the early achievers program ratings.

b. Each national accreditation agency will be allowed to submit its most current standards of accreditation to establish potential credit earned in the early achievers program. The department shall grant credit to accreditation bodies that can demonstrate that their standards meet or exceed the current early achievers program standards.

c. Licensed child care centers, child care home providers, and outdoor nature-based child care must meet national accreditation standards approved by the department for the early achievers program in order to be granted credit for the early achievers program standards. Eligibility for the early achievers program is not subject to bargaining, mediation, or interest arbitration under RCW 41.56.028, consistent with the legislative reservation of rights under RCW 41.56.028(4)(d).

The department shall explore the use of alternative quality assessment tools that meet the culturally specific needs of the federally recognized tribes in the state of Washington.
A child care or early learning program that is operated by a federally recognized tribe and receives state funds may participate in the early achievers program. The tribe may choose to participate through an interlocal agreement between the tribe and the department. The interlocal agreement must reflect the government-to-government relationship between the state and the tribe, including recognition of tribal sovereignty. The interlocal agreement must provide that:
1. Tribal child care facilities and early learning programs may volunteer, but are not required, to be licensed by the department;
2. Tribal child care facilities and early learning programs are not required to have their early achievers program rating level published to the department's website or through a link on the department's website; and
3. Tribal child care facilities and early learning programs must provide notification to parents or guardians who apply for or have been admitted into their program that early achievers program rating level information is available and provide the parents or guardians with the program's early achievers program rating level upon request.
The department shall consult with the early achievers review subcommittee on all substantial policy changes to the early achievers program.
Nothing in this section changes the department's responsibility to collectively bargain over mandatory subjects or limits the legislature's authority to make programmatic modifications to licensed child care and early learning programs under RCW 41.56.028(4)(d).

Section 3 ¶

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1. The department shall, in collaboration with tribal governments and community and statewide partners, implement a protocol to maximize and encourage participation in the early achievers program for culturally diverse and low-income center, family home, and outdoor nature-based child care providers. Amounts appropriated for the encouragement of culturally diverse and low-income center, family home, and outdoor nature-based child care provider participation shall be appropriated separately from the other funds appropriated for the department, are the only funds that may be used for the protocol, and may not be used for any other purposes. Funds appropriated for the protocol shall be considered an ongoing program for purposes of future departmental budget requests.
2. The department shall prioritize the resources authorized in this section to assist providers in the early achievers program to help them reach a rating of level 3 or higher .
The protocol should address barriers to early achievers program participation and include at a minimum the following:
1. The creation of a substitute pool;
2. The development of needs-based grants for providers in the early achievers program who demonstrate a need for assistance to improve program quality. Needs-based grants may be used for environmental improvements of early learning facilities; purchasing curriculum development, instructional materials, supplies, and equipment; and focused infant-toddler improvements. Priority for the needs-based grants shall be given to culturally diverse and low-income providers;
3. The development of materials and assessments in a timely manner, and to the extent feasible, in the provider and family home languages; and
4. The development of flexibility in technical assistance and coaching structures to provide differentiated types and amounts of support to providers based on individual need and cultural context.

Section 4 ¶

a. Beginning December 1, 2020, the department, in collaboration with the statewide child care resource and referral network, shall make available on its public website, in a consumer-friendly format, the following elements:

    i. The number, and relative percentage, of family child care and center child care providers who have enrolled in the early achievers program and who have

submitted their request for on-site evaluation and are waiting to be rated

;

    ii. The distribution of early childhood education and assistance program programming by school district; and

    iii. Indicators of supply and demand at the local level, as well as identification of regions or areas in which there are insufficient numbers of child care facilities using nationally developed methodology.

b. The elements required to be made available under (a)(i) of this subsection (1) must be made available at the county level, and for those counties with a population of 500,000 and higher, the data must be reported at the zip code level.

c. To the extent data are available, the elements required to be reported under (a)(ii) and (iii) of this subsection (1) must be updated at a minimum of a quarterly basis on the department's public website.

d. If in any individual state fiscal year, based on information reported in (a)(ii) and (iii) of this subsection (1), 15 percent or more of the licensed or contracted providers who are participating in the early achievers program in a county or in a single zip code have not achieved the rating levels  under RCW 43.216.135 , the department must:

    i. Analyze the reasons providers in the affected counties or zip codes have not attained the  rating levels; and

    ii. Develop a plan to mitigate the effect on the children and families served by these providers. The plan must be submitted to the legislature by November 1st of the year following the state fiscal year in question, along with any recommendations for legislative action to address the needs of the providers and the children and families they serve.

Beginning September 15, 2021, and each odd-numbered year thereafter, the department shall submit a report to the governor and the legislature outlining the availability and quality of services available to early learning providers and children from diverse racial, ethnic, and cultural backgrounds and from low-income neighborhoods and communities. The report must include the following elements:
1. To the extent data is available, an analysis of the racial, ethnic, and linguistic diversity of early childhood education and assistance program providers and participants, and the providers and participants of working connections child care;
2. A review of the services available to providers and children from diverse racial, ethnic, and cultural backgrounds;
3. An examination of the effectiveness of efforts to increase and maintain successful participation by providers serving children and families from diverse racial, ethnic, and linguistic backgrounds and providers who serve children from low-income households;
4. To the extent data is available, the distribution of early achievers program-rated facilities by child and provider demographics, including but not limited to race and ethnicity, home language, and geographical location;
5. Recommendations for improving and maintaining access for children from diverse racial, ethnic, and cultural backgrounds to providers rated at a level 3 or higher in the early achievers program;
6. Recommendations to address any identified barriers to access to high quality preschool for children living in low-income neighborhoods;
7. An examination of expulsion rates of children from diverse racial, ethnic, and diverse cultural backgrounds and from low-income neighborhoods and communities; and
8. An analysis of how early learning providers and families from diverse racial, ethnic, and cultural backgrounds and from low-income neighborhoods and communities have influenced or participated in the department's early learning plans and implementation strategies.
Beginning September 15, 2022, and each even-numbered year thereafter, the department shall submit a report to the governor and the legislature on the availability of supports to providers and their effectiveness at improving quality. The report must include the following elements:
1. An analysis of the effectiveness of recruitment efforts for new and returning high quality early learning providers and programs;
2. An analysis of the effectiveness of quality improvement tools and incentives on the retention and quality improvement of early learning professionals;
3. An analysis of the supply of high quality subsidized early learning. This analysis must include:
  1. An examination of the trend in supply of early learning providers and workers;
  2. A description of the primary obstacles and challenges faced by providers ;
  3. The number, and relative percentage, of family child care and center providers who have enrolled in the early achievers program and who have:

(A) Not achieved the desired rating level initially but qualified for and are working through intensive targeted support in preparation for a partial rerate outside the standard rating cycle;

(B) Not achieved the desired rating level initially and engaged in remedial activities before successfully achieving the desired rating level; or

; and

    iv. Recommendations for improving retention and reducing barriers to entry for early learning providers;

d. The average amount of time required for providers to achieve local level milestones within each level of the early achievers program;

e.

An analysis of the availability and quality of infant and toddler care; and

f. An examination of any identified barriers that discourage providers from offering extended day early care and education opportunities.

The information to be disclosed or shared under this section must not include sensitive personal information of in-home caregivers for vulnerable populations as defined in RCW 42.56.640, and must not include any other information protected from disclosure under state or federal law.

Section 5 ¶

The department shall administer or contract for infant and early childhood mental health consultation services to child care providers and early learning providers participating in the early achievers program.
Beginning July 1, 2021, the department of children, youth, and families must have or contract for one infant and early childhood mental health consultation coordinator and must enter into a contractual agreement with an organization providing coaching services to early achievers program participants to hire at least 12 qualified infant and early childhood mental health consultants. The department shall determine, in collaboration with the statewide child care resource and referral network, where the additional consultants should be sited based on factors such as the total provider numbers overlaid with indicators of highest need. The infant and early childhood mental health consultants must support early achievers program coaches and all certified and licensed child care providers, regardless of early achievers participation or rating level, by providing resources, information, and guidance regarding challenging behavior and expulsions . Mental health consultants may travel to assist providers in serving families and children with severe behavioral needs.
The department shall provide, or contract with an entity to provide, reflective supervision and professional development for infant and early childhood mental health consultants to meet national competency standards.
As capacity allows, the department may provide access to infant and early childhood mental health consultation services to caregivers and licensed or certified, military, and tribal early learning providers, license-exempt family, friend, and neighbor care providers, and families with children expelled or at risk of expulsion from child care.

Section 6 ¶

The department shall adopt core competencies for early care and education professionals and incorporate the core competencies into the quality rating and improvement system. The purpose of the core competencies is to serve as a foundation for what early care and education professionals who are voluntary participants in the quality rating and improvement system need to know and do to provide quality care for children. The core competencies must be reviewed and updated every five years. The department may not apply the core competencies to licensing standards.

Section 7 ¶

(1) Existing child care providers serving nonschool-age children and receiving state subsidy payments must complete the following requirements to be eligible for a state subsidy under this section:

Section 8 ¶

The department shall implement a single set of licensing standards for child care and the early childhood education and assistance program. The department shall produce the single set of licensing standards within the department's available appropriations. The licensing standards must:

Provide minimum licensing requirements for child care and preschool programs;
Take into account the separate needs of family care providers, outdoor nature-based child care providers, and child care centers; and
Promote the continued safety of child care settings.

Section 9 ¶

Approved early childhood education and assistance programs shall receive state-funded support through the department. Public or private organizations including, but not limited to, school districts, educational service districts, community and technical colleges, local governments, or nonprofit organizations, are eligible to participate as providers of the state early childhood education and assistance program.
Funds obtained by providers through voluntary grants or contributions from individuals, agencies, corporations, or organizations may be used to expand or enhance preschool programs so long as program standards established by the department are maintained.
Persons applying to conduct the early childhood education and assistance program shall identify targeted groups and the number of children to be served, program components, the qualifications of instructional and special staff, the source and amount of grants or contributions from sources other than state funds, facilities and equipment support, and transportation and personal care arrangements.

a. An early childhood education and assistance program provider may choose to participate and be rated in the early achievers program.

b. When an early childhood education and assistance program in good standing changes classroom locations to a comparable or improved space within the same facility, or to a comparable or improved outdoor location for an outdoor nature-based child care, a rerating is not required outside of the regular rerating and renewal cycle.

c. When an early childhood education and assistance program in good standing moves to a new facility, or to a new outdoor location for an outdoor nature-based child care, the provider must notify the department of the move within six months of changing locations in order to retain their existing rating. The early achievers program must conduct an observational visit to ensure the new classroom space is of comparable or improved environmental quality. If a provider fails to notify the department within six months of a move, the early achievers rating must be changed from the posted rated level to "Participating, Not Yet Rated."

The department shall collect data periodically to determine the demand for full-day programming for early childhood education and assistance program providers. The department shall analyze this demand by geographic region and shall include the findings in the annual report required under RCW 43.216.089.
The department shall develop multiple pathways for licensed or certified child care centers and homes to administer an early childhood education and assistance program. The pathways shall include an accommodation for these providers to rate at a level 4 or 5 in the early achievers program . The department must consider using the intermediate level that is between level 3 and level 4 as described in RCW 43.216.085, incentives, and front-end funding in order to encourage providers to participate in the pathway.

Section 10 ¶

An early learning program to provide voluntary preschool opportunities for children ages three to five years old who are not age-eligible for kindergarten shall be implemented according to the funding and implementation plan in RCW 43.216.556. The program must offer a comprehensive program of early childhood education and family support, including parental involvement and health information, screening, and referral services, based on family need. Participation in the program is voluntary. On a space available basis, the program may allow enrollment of children who are not otherwise eligible by assessing a fee.
The program shall be implemented by utilizing the program standards and eligibility criteria in the early childhood education and assistance program in RCW 43.216.500 through 43.216.550.
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1. The program implementation in this section shall prioritize early childhood education and assistance programs located in low-income neighborhoods within high-need geographical areas.
2. Following the priority in (a) of this subsection, preference shall be given to programs meeting at least one of the following characteristics:
  1. Programs offering an extended day program for early care and education;
  2. Programs offering services to children diagnosed with a special need; or
  3. Programs offering services to children involved in the child welfare system.
The secretary shall adopt rules for the following program components, as appropriate and necessary during the phased implementation of the program:
1. Minimum program standards;
2. Approval of program providers; and
3. Accountability and adherence to performance standards.
The department has administrative responsibility for:
1. Approving and contracting with providers according to rules developed by the secretary under this section;
2. In partnership with school districts, monitoring program quality and assuring the program is responsive to the needs of eligible children;
3. Assuring that program providers work cooperatively with school districts to coordinate the transition from preschool to kindergarten so that children and their families are well-prepared and supported; and
4. Providing technical assistance to contracted providers.

Section 11 ¶

Within resources available under the federal preschool development grant birth to five grant award received in December 2018, the department shall develop a plan for phased implementation of a birth to three early childhood education and assistance program pilot project for eligible children under 36 months old. Funds to implement the pilot project may include a combination of federal, state, or private sources.
The department may adopt rules to implement the pilot project and may waive or adapt early childhood education and assistance program requirements when necessary to allow for the operation of the birth to three early childhood education and assistance program. The department shall consider early head start rules and regulations when developing the provider and family eligibility requirements and program requirements. Any deviations from early head start standards, rules, or regulations must be identified and explained by the department in its annual report under subsection (6) of this section.
Upon securing adequate funds to begin implementation, the pilot project programs must be delivered through child care centers and family home providers who meet minimum licensing standards

When selecting pilot project locations for service delivery, the department may allow each pilot project location to have up to three classrooms per location. When selecting and approving pilot project locations, the department shall attempt to select a combination of rural, urban, and suburban locations. The department shall prioritize locations with programs currently operating early head start, head start, or the early childhood education and assistance program.
To be eligible for the birth to three early childhood education and assistance program, a child's family income must be at or below 130 percent of the federal poverty level and the child must be under 36 months old.
Beginning November 1, 2020, and each November 1st thereafter during pilot project activity, the department shall submit an annual report to the governor and legislature that includes a status update that describes the planning work completed, the status of funds secured, and any implementation activities of the pilot project. Implementation activity reports must include a description of the participating programs and number of children and families served.

Section 12 ¶

Subject to the availability of amounts appropriated for this specific purpose, the department shall administer a birth to three early childhood education and assistance program for eligible children under 36 months old. Funds to implement the program may include a combination of federal, state, or private sources.
The department may adopt rules to implement the program and may waive or adapt early childhood education and assistance program requirements when necessary to allow for the operation of the birth to three early childhood education and assistance program. The department shall consider early head start rules and regulations when developing the provider and family eligibility requirements and program requirements.
The birth to three early childhood education and assistance program must be delivered through child care centers and family home providers who meet minimum licensing standards

To be eligible for the birth to three early childhood education and assistance program, a child's family income must be at or below 50 percent of the state median income and the child must be under 36 months old.

Section 13 ¶

The department shall establish a licensed outdoor nature-based child care program.
The department shall adopt rules to implement the outdoor nature-based child care program and may waive or adapt licensing requirements when necessary to allow for the operation of outdoor classrooms.
Outdoor nature-based child care programs may choose to participate in the early achievers program to assess quality in the outdoor learning environment.
A child care or early learning program operated by a federally recognized tribe may participate in the outdoor nature-based child care program through an interlocal agreement between the tribe and the department. The interlocal agreement must reflect the government-to-government relationship between the state and the tribe, including recognition of tribal sovereignty.
Subject to the availability of funds, the department may convene an advisory group of outdoor, nature-based early learning practitioners to inform and support implementation of the outdoor nature-based child care program.

Section 14 ¶

Organizations eligible to receive funding from the early learning facilities grant and loan program include:
1. Early childhood education and assistance program providers;
2. Working connections child care providers who are eligible to receive state subsidies;
3. Licensed early learning centers not currently participating in the early childhood education and assistance program, but intending to do so;
4. Developers of housing and community facilities;
5. Community and technical colleges;
6. Educational service districts;
7. Local governments;
8. Federally recognized tribes in the state; and
9. Religiously affiliated entities.
To be eligible to receive funding from the early learning facilities grant and loan program for activities described in RCW 43.31.577 (1) (b) and (c) and (2), eligible organizations and school districts must

demonstrate that projects receiving construction, purchase, or renovation grants or loans must also:

a. Demonstrate that the project site is under the applicant's control for a minimum of 10 years, either through ownership or a long-term lease; and

b. Commit to using the facility funded by the grant or loan for the purposes of providing preschool or child care for a minimum of (10) years.

a. As long as an eligible organization continues to provide an early learning program in the facilityand the facility is used as authorized,  the grant repayment is waived.

b. The department, in consultation with the department of children, youth, and families, must adopt rules to implement this section.

Section 15 ¶

Section 11 of this act expires July 1, 2026.

Section 16 ¶

Section 12 of this act takes effect July 1, 2026.

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