Suspension and Expulsion

Standards Around Suspension and Expulsion

Every effort will be made to work with families so that their children can remain in programs. In compliance with Public Act 100-105 Preventing Expulsion of Children Birth to Five. GHC does not actively practice expulsion or suspension of children enrolled in our programs. Staff will respect the importance of regular program participation to both the child and the family and make every effort to meet the needs of children and families through participation in agency programs. Children may need to be temporarily excluded from programs due to illness based on licensing requirements. It may become necessary for families to be temporarily transitioned to another program model in very rare instances, or permanently transitioned to another program. These instances will be very rare. When any child is presenting behavior concerns, staff will follow steps to work with families to address these concerns.

Consideration and Process: Suspension and Expulsion

Transition: to be used if the child has behavior-related concerns that make participation in the current program model a danger to the child or others. Programs can use the options of a temporary transition to a home-based model or a permanent transition to a more appropriate program if recommended by a mental health consultant. However, if the child or family/legal guardian's behavior is threatening to the well-being of self or others, and the family's/legal guardian's continued refusal of services to address behavior that is a danger to the child or others, the program will consult with the recipient regarding transition options.

Transition determinations will not be made prior to:

Engaging a mental health consultant (child development specialist)
Collaborating with the child’s parents/caregivers
Providing reasonable modifications
Identifying and accessing community resources, specialists, and early intervention providers

Written Support Plan

A written plan will be developed to document the action steps and supports needed to promote the child's successful return to full services. If the child's behavior continues to present a serious safety threat to the child or other children in the classroom and all parties determine that the Head Start and Early Head Start programs are not the appropriate placement, the Subrecipients and Partners will:

● Reduce the number of days or amount of time in care for a specified amount of time.

● Conference with parents to discuss positive behavior interventions and the development of goals.

● Provide reasonable accommodations until the written plan is executed.

● Comply with IDEA and the Rehabilitation Act

● Work with appropriate staff, consultants, and the child's family to determine the most appropriate placement and directly facilitate the transition.

In the case that a temporary interruption in services is deemed necessary, GHC staff and partner sites will support the child's return to full services as quickly as possible while ensuring child safety by continuing to engage with parents and the mental health consultant, continuing to utilize identified community resources, providing home visits, and making a determination for an IDEA referral.

Education Classroom observation form- 8-24-22 kr.docx

Classroom Anecdotal Form

This form is primarily completed by members of the Education Team when completing classroom observations but may be used to document behaviors and challenges.

Anecdotal Form dis.docx

Child Anecdotal Form

This form is primarily used by teachers and site managers when capturing specific child behaviors.

Accommodations and Provisions

In an effort to prevent program transitions of children, GHC and Partner site staff shall:

● Use developmentally appropriate practices that provide for stimulating and interactive learning environments, diversity, age-appropriate expectations, small group activities, teachable moments, and knowledge of research-based evidence and best practices in child development, early learning, and education.

● Invest in professional development, training, and education to ensure educators have the competencies to support children’s social and emotional health.

● Develop and implement classroom schedules that meet the needs of the children.

● Adapt learning environments to promote healthy social interactions with others.

● Develop healthy and nurturing relationships with children.

● Develop strong partnerships and relationships with parents.

● Develop and implement classroom expectations that are developmentally appropriate, clear, and consistent.

● Provide family engagement opportunities.

● Ensure fairness and equity

Transition Process

The program leadership will notify the families/legal guardians if a transition is decided upon. Services will either be temporarily transitioned to home-based (if possible, families/legal guardians will be given two weeks' notice prior to this transition) or transitioned to a more intensive program when recommended by a mental health professional (the child will remain in the program until the transition is made) or ended. If a temporary transition or a new permanent placement is decided upon, program leadership will notify the family/legal guardian after completing the steps to prevent a behavior-related transition. Staff will assist the families/legal guardians in finding alternate care within two weeks.

If a transition must occur, the childcare agency will assist the child and family in transitioning to another program by identifying and engaging mental/behavioral health consultants and community resources to assist in determining the most appropriate placement for the child.

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