The Early Childhood Education and Assistance Program.
The Early Childhood Education and Assistance Program (ECEAP) is the state's voluntary preschool program. In the 2022-23 school year, the ECEAP will become an entitlement for eligible children. The term "eligible child" means a child who:
The DCYF rules allow children who do not meet the definition of "eligible child" to enroll in the ECEAP, as space is available, if the family income is:
The ECEAP entitlement is delayed from the 2022-23 school year to the 2026-27 school year.
The term "eligible child" for purposes of the ECEAP is expanded to include a child who is experiencing homelessness. The term "experiencing homelessness" is defined as a child without a fixed, regular, and adequate nighttime residence as described in the federal McKinney-Vento Homeless Assistance Act (42 U.S.C., Chapter 119, Subchapter VI, Part B) as it existed on January 1, 2021.
The term "eligible child" is also specified to include a child who is Indian, as defined in rule by the DCYF after consultation and agreement with the state's federally recognized tribes, and at or below 110 percent of the FPL.
By January 1, 2023, the DCYF must adopt rules outlining the requirements related to educational activities and comprehensive services required to meet the ECEAP entitlement requirement. The ECEAP entitlement is specified to be voluntary enrollment in a full-day program.
The definition of "full-day program" is changed to mean an ECEAP program that offers early learning education for a minimum of 1,000 instructional hours per year. The term "instructional hours" is defined as hours children are provided the opportunity to engage in educational activities planned by and under the direction of staff in approved programs, inclusive of intermissions for class changes, recess, and teacher/parent-guardian conferences that are planned and scheduled by the approved program for the purpose of discussing students' educational needs or progress, and time spent for meals or rest.
The requirement for the DCYF, by September 1, 2022, to submit a report to the Governor and the Legislature with an implementation plan to meet the ECEAP entitlement is removed.
The term "eligible child" for purposes of the ECEAP is expanded to include a child who is experiencing homelessness, and "eligible child" is specified to include a child who is Indian, as defined in rule by the DCYF, and at or below 110 percent of the FPL.
(In support) If the ECEAP becomes an entitlement, there needs to be a plan in place, specifically around special education. There was strong support for the original bill because it had that plan and certain elements in that plan which targeted the logistics of implementation. There is concern that the substitute bill removes that plan.
Many providers want to be inclusive. Providers and school districts will embrace inclusion if it is better understood how to make it happen. Assistance is needed with logistics such as braiding funds and modifying programs. When the ECEAP moves into the entitlement services, all children who qualify for special education will be eligible for entitlement, and this bill, with the implementation plan, would help ensure program providers and the school districts are prepared for that shift. There is concern that removing the plan requirement will delay implementation. There is support to not delay the ECEAP entitlement for children who are eligible for special education preschool due to disability.
By defining entitlement as a full-day slot, access is expanded to full-day programs for families who could benefit most from high quality care.
(Opposed) None.
(Other) The delay of the ECEAP entitlement in this bill matches the delay of entitlement in House Bill 1213. To successfully expand the ECEAP services for families, there needs to be an increase in the ECEAP rates and expanded eligibility for the ECEAP that mirrors the free and reduced lunch eligibility. There is also support for including children who are homeless and tribal children as categorically eligible for the ECEAP.