Alignment Progression
Interactions and Curriculum-Expulsion
WAC
Current: FH and Center - No Current Standard for “No Expulsion”
New Language:
The early learning services provider will establish and share with families policies that:
a. Severely limit expulsion, suspension, limiting services or other exclusionary discipline.
b. State that exclusionary discipline should be used only in extraordinary circumstances where there are serious safety concerns and must be agreed upon by staff and family.
c. If a child is expelled:
i. Give the family referrals to services, assessments or programs.
ii. Provide a record to the parents about the expulsion and the steps taken to avoid expulsion. Maintain this information in the child’s file.
Definition:
Expulsion: Terminating the enrollment of a child or family in the regular group setting because of a challenging behavior or a health condition. (This is different from “Termination,” the permanent removal of a child from a child care facility as a result of parent behaviors e.g., consistent late arrivals, unpaid bills)
Exclusionary discipline: Denying admission of a child to a facility as a result of child behavior.
Suspension: Suspension and other limitations in services include all other reductions in the amount of time a child may be in attendance of the regular group setting, either by requiring the child to cease attendance for a particular period of time or reducing the number of days or amount of time that a child may attend. Requiring a child to attend the program in a special place away from the other children in the regular group setting is included in this definition.
Assessment: process of gathering ongoing and comprehensive information about specific aspects of a child’s knowledge, behavior, skill level, or personality by a mental health or early learning professional for the purpose of making evaluative decisions.
Justification: Alignment recommendation was to use this language from Caring for Our Children (2.2.0.8) Preventing Expulsions, Suspensions, and Other Limitations in Services
Early Achievers
Current: Expulsion Policy
In the Sam under point criteria for Evidence of transition plans in place for changes in settings and providers (3pts) - Point #8: Evidence of transition plans/policies in place for changes in settings and providers (for 1 additional point).: Evidence that the provider has a no expulsion policy or that children the provider may ask to leave the program are supported through the transition (e.g. Policy in place to support children including: parent meetings, visits to other programs, expert evaluations, and documentation of challenges) If a program has an expulsion policy then, to receive credit, it needs to provide supports for children that are being asked to leave including, parent meetings, visits to other programs, expert evaluations, and documentation of challenges. Policy and director interview are considered here.
Proposed New:
One point for: Early learning services providers may not expel children for behavioral reasons and must write and implement a policy to address the needs of children with challenging behaviors and prohibit expulsion. The policy includes strategies appropriate to the community served and timeframes for implementation.
The policy must address:
1) Supporting classroom teachers.
2) Planning to meet individual needs of child.
3) Engaging community resources.
4) Choosing an alternative schedule or setting.
Transitions to an alternative setting, planned jointly by staff and parents, are not considered expulsion. Short-term suspension must not be used as punishment, though receiving temporary services at home may be part of a child’s behavioral support plan. If early learning services providers have implemented their usual strategies and the classroom is still unsafe or excessively disrupted, they are encouraged to seek support in finding an appropriate setting for the child and support the family through the transition.
Definition: same as licensing
Recommendation and Justification: Maintain but more clearly call out as point criteria in documentation and add ECEAP language. This is a progression in supports available for supporting families.
ECEAP
Current: E-9 No Expulsion
Early learning services providers may not expel ECEAP children for behavioral reasons. Early learning services providers must write and implement a policy to address the needs of children with challenging behaviors and prohibit expulsion. The policy includes strategies appropriate to the community served and timeframes for implementation. These four topics must be addressed: Supporting classroom teachers. Planning to meet individual needs of child. Engaging community resources. Choosing an alternative schedule or setting. Transitions to an alternative setting, planned jointly by staff and parents, are not considered expulsion. Short-term suspension must not be used as punishment, though receiving temporary services at home may be part of a child’s behavioral support plan. If early learning services provider have implemented their usual strategies and the classroom is still unsafe or excessively disrupted, they are encouraged to contact the State ECEAP Office for technical assistance.
Definition: none
Recommendation and Justification: Remove, already covered in other levels. Require that a facility meet the Early Achievers Expulsion point requirements to qualify for ECEAP.
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