Preschool Suspension & Expulsion Policy
Preschool Suspension and Expulsion Policy:
P.A. 100-0105 prohibits early education (ECE) providers from expelling young children (ages 0-5) from programs because of a child’s behavior. The Superintendent or designee will take documented steps to address the child’s behavioral and other needs in order to keep the child in the preschool program, and if ultimately necessary, the preschool staff will work with the family on a ‘planned transition’ to a more appropriate setting; this ‘planned transition’ process is not considered an expulsion.
When a child shows consistently challenging behaviors, defined as any serious and repeated pattern of behavior, or perception of behavior, that interferes with a child's ability to engage in developmentally appropriate self-regulation, and cognitive and prosocial engagement with peers and/or adults, the Superintendent or designee must document their efforts to address the child’s needs and keep him or her in the program, including but not limited to:
· Initial observations of challenging behaviors.
· An ECBG (Early Childhood Block Grant) Behavior Support Plan which will be initiated when a child engages in serious, repeated, and ongoing patterns of challenging behavior that do not respond positively to the strategies implemented by the classroom team or for a child who requires Tier 3-level behavioral supports.
o An ECBG Behavior Support Plan will be created to address a child’s challenging behavior. The plan, which is completed using data gathered through observations and interactions, includes action steps, resources, and strategies for meeting the child’s social and emotional needs and supporting positive behaviors. The plan will be culturally and linguistically appropriate and will reflect the child’s individual needs, experiences, and abilities. It will identify the specific strategies and resources that will be utilized to prevent and reduce the child’s challenging behaviors. This includes modifications to the program, classroom environment, and teaching practices to address serious and repeated patterns of challenging behavior.
o A multi-disciplinary team will work collaboratively on creating, implementing, and assessing progress on the plan. The team might include teachers, teacher assistants, childcare providers, parents/guardians, early childhood administrators/directors, social workers, mental health/behavior specialists, speech therapists, and others who work directly with or have knowledge of the child and have knowledge of child development, trauma-informed practices, and positive behavior management.
· Evidence of ongoing communication with the family and the family’s input in any intervention and/or the ECBG Behavior Support Plan, and family consent for or refusal of services
· An ECBG Transition Plan will be used to transition the child out of the preschool program (in situations where this is determined to be most appropriate).
o The multi-disciplinary team that created and implemented the ECBG Behavior Support Plan will work collaboratively on the ECBG Program Transition Plan. The needs of the parents/guardians will be considered throughout the process and they will be encouraged to work closely with the team on the planning process, including the identification of a new placement and planning for continuity of service for the child.
Suspension / Temporary Removal:
A temporary removal is removing the child from regular participation in the program as a result of serious challenging behavior. Temporary removal will rarely be used and must follow developmentally appropriate practices in behavior management. It will only be used as a last resort if there is a serious safety threat that cannot be reduced or eliminated by the provision of reasonable modifications. The family/guardian will be notified, and the program will support the child in returning to full participation in the group setting as soon as safety allows.