Overall points for this section should consider the organization’s capacity to take on the proposed project. There will be an opportunity to consider the other demographic and number of participants in future sections.
EPIC serves families with multiple challenges: 90% of enrolled children are below 110% of Federal Poverty Level; 44% live with a single parent; 60% speak primarily Spanish at home; 10% have a disability. Over 30% of EPIC's children were below preschool math expectations in 2014. Washington Kindergarten Inventory of Developing Skills (WaKIDS) data show math disparities for low-income and Hispanic children entering kindergarten within EPIC's service area. Only 13.0% of low-income children met math expectations, compared with 22.5% of above-poverty children. Only 10.7% of Hispanic children met kindergarten math expectations, compared with 23.5% of non-Hispanics; and 18.3% of Hispanic kindergarteners had math skills of children under three years of age. OSPI 2012-13 data show that six of EPIC's seven school districts lag behind the State in third-grade math scores.
Parents need skills in order to help their children with schoolwork at home. Birth certificate data (2012) show that EPIC's counties lag behind the State in maternal educational attainment--14% of the State's mothers lack a high school education, compared to EPIC's area's range from 20% (Benton County) to 31% (Yakima County). EPIC's internal (2010-13) data show that 60% of enrolled preschoolers' parents had less than a high school education.
5
Describe the project for which you are requesting funds, and explain how your project addresses the need described above
EPIC will enhance, expand, and systematize math and science education for low-income three- to five-year-olds in its State-funded (ECEAP) program through a new approach that will align classroom activities, Family Nights, Parent-Teacher Conferences, and child goal-setting by focusing on three selected STEM topics. Current isolated math and science activities will move to a sequence of integrated events with higher levels of parent engagement, follow-up, continuity, and an assessment and data analysis process. This innovative project, called "Growing Math and Science Skills in Every Day Life," will address the math/science failure cycle that our children and families experience. EPIC will base this project on guidance and parameters from evidenced-based Teaching Strategies (TS) GOLD objectives and Washington State Early Learning and Developmental Guidelines. To work toward the goal to optimally prepare young children for kindergarten in the areas of math and science, EPIC will follow a continuous improvement process loop of planning, conducting activities, assessment, and data analysis.
Based on previous positive teacher, family, and community partner feedback, EPIC has selected the following math/science topics for the STEM Planning Committee to develop into modules for implementation:
1. "What Shapes and Numbers Do You See?" will incorporate positive activities and lessons learned by EPIC during a recent Family Night. Using both two- and three-dimensional materials, EPIC's children and families will identify and explore shapes and their spatial relationships by using what they see in their environments. This module will include templates for cutting out and making games at Family Nights, materials for activities for families to take home, and an improved bilingual book on shapes for families. This book, and the three mentioned below, will be provided by EPIC's early learning writer, be bilingual (English-Spanish), include a section called "Activities to do with your child," reinforce classroom and Family Night learning, and promote literacy development and parent engagement.
2. "My Healthy Heart" will expand EPIC's successful curriculum and community partnership that brings Central Washington Family Medicine (CWFM) Resident Physicians into EPIC classrooms to lead activities. This module teaches about the heart and promotes healthy heart messages (having fun exercise and eating at least five fruits and vegetables every day). Children will listen to their hearts with stethoscopes and count their heartbeats before and after exercise. The module will promote anatomical self-awareness and use comparisons and measures in alignment with TS GOLD objectives.
3. "Healthy Apples" will focus on the apple, including the partnership between farm workers, orchardists, and scientists needed to provide healthy apples. Central Washington is the nation's leading producer of apples, and many of EPIC's families are involved in apple cultivation. By utilizing this healthy fruit as a focal point for learning science and math concepts, EPIC will build on the knowledge that families already have. This module include will include two bilingual books for preschool children, "Insects" and "Healthy Apples," with observing, measuring, and comparing concepts.
EPIC will evaluate project effectiveness by comparing TS GOLD math scores of participating and non-participating children.
5
How many children will be served by this project?
330
3*
How many parents will be served by this project?
400
How many childcare professional will be served by this project?
*Consideration for score should be based on the total number of participants—children, parents and child care. Projects may support one or all three audiences.
SECTION III: IMPLEMENTATION (35 TOTAL POINTS)
Application Question
Grantee Response
Pts. Possible
Pts. Awarded
Reviewer Notes
Please describe any specified STEM and Early Learning skills that the current staff, families, board, organization, and/or community might bring to this project.
EPIC has provided Head Start and State early learning (ECEAP) services to low-income families for over 30 years. Project lead Karri Livingston, Associate Director for School Readiness, has 22 years in early learning and administrative experience; in the past year, she has attended 12 hours of preschool STEM training. Director of Early Childhood Lynn Harlington has 21 years of experience and participates in the University of Washington P-3 (preschool-third grade) Executive Leadership Program. All of EPIC's classroom teachers have received training on "READY, SET, STEM," curriculum/materials designed for young children by Educational Service Districts 105 and 171--they are using them and want additional ideas. One teacher has received over 20 hours of math instruction training alongside school district kindergarten teachers.
EPIC's bilingual pediatrician volunteer Stephen Pearson, MD, CWFM faculty, commits to serving on the STEM Planning Committee and assisting in "My Healthy Heart" planning and implementation.
Bilingual Writer/Data Analyst Mary Lou Shefsky, MPH, commits to providing four books at no charge to EPIC, which will pay for printing through the grant. EPIC will contract with her for Planning Committee participation, evaluation, data analysis, and report writing. Horticulturalist/orchardist Joe Harlington commits to volunteering with the "Healthy Apples" planning.
10
Are you intending to hire new staff to implement this project? If so, please describe the position and hiring timeline.
No new staff will be hired to implement this project, with the exception of contracting with Mary Lou Shefsky, MPH, for Planning Committee participation, staff training, survey and research design, assistance with Family Nights, data analysis, evaluation, and writing the project report. Her contractual agreement for this project will coincide with the Planning and Implementation timelines. Formerly on staff, Mary Lou has worked under contract for EPIC for over six years on data analysis, survey development, community assessment, technical writing, materials development, and in the health/nutrition content area. EPIC has used several of her bilingual books in early learning classroom activities.
EPIC administration time for Karri Livingston and time for teaching staff will fall under their regular job duties. All other administrative time will be covered by the 10% indirect rate.
5
Describe new partners (e.g. parent groups, libraries, housing authorities, community organizations) that your organization would like to build in order to create a successful project?
This project takes current partnerships to a higher level of involvement and integration. EPIC’s partners on the STEM Planning Committee will include preschool and kindergarten teachers in West Valley School District’s P-3 Leadership Team, Policy Council, and a community pediatrician. During implementation, family practice residents will be involved in “My Healthy Heart.” EPIC will seek local partners to donate materials, such as apples, dominoes, dice, and playing cards.
10
What are the challenges that you anticipate in planning and implementing this proposed project?
The biggest challenge implementing the project is attaining full participation by all families. EPIC serves many low-income, high-risk children whose parents/guardians have difficulty meeting the demands of everyday life. As part of its early learning model, EPIC offers monthly Family Nights to engage families in the education process. Family Night attendance varies considerably from site-to-site and during different seasons of the year due to conflicting demands on parents' time, ongoing family crises, work during evening hours, transportation problems, and inclement weather. EPIC's experience is that offering a full meal does increase attendance, which is why the budget allows for dinner. For families who do not attend a Family Night, teachers and staff will set aside materials for them. At the next Parent-Teacher Conference or Home Visit, the teacher or home visitor will explain the activities, model the teaching, and give families the materials.
Another challenge is the development of quality survey tools and research design to evaluate the effectiveness of the project. Data Analyst Mary Lou Shefsky will develop bilingual tools and the research design, and she would appreciate professional feedback on these elements as well as a review of the preliminary results.
5
Are there any organizational priorities that may affect the outcome of this project? If so, please explain.
EPIC is dedicated to better preparing its children for kindergarten by providing enriching educational experiences in innovative ways that reflect everyday life and positives in the family environments. EPIC has placed a priority on better integrating its organizational and learning activities (classroom, Family Nights, Parent-Teacher Conferences, and the child goal development process) to provide continuity and reinforcement of learning, beginning with the proposed STEM modules. This past year EPIC had one dedicated Math Family Night that focused on numeral recognition games presented at four stations in the room. Staff prepared activities that were easily replicated at home with materials provided to parents. "My Healthy Heart," a CWFM partnership and classroom activity for several years, will be further developed into a STEM module that fits the vision of organized, integrated activities. "Healthy Apples" module will build on the family/child environment in the community. The goal of improved school readiness as an organization priority will positively affect the outcome of this project. Progress toward this goal will be measured by improved achievement scores.
EPIC places priority on collaboration with Educational Service District 105 on projects benefiting the community's children. Wider distribution of successful STEM materials is possible under the collaboration.
