Compliance Indicator

Prior to enacting suspension or expulsion actions, the program must implement required procedures to maintain the child’s safe participation in the program (applicable to ages 0 through 5, up to the sixth birthday).

The program shall notify parents or legal guardians of persistent and serious behaviors in the program. In addition, the Contractor shall follow the process documented in WIC codes 10491 and 10491.1.

The program shall provide a description of the behaviors and the program’s plan for maintaining the child’s safe participation in the program.

The contractor shall take immediate action to issue the Notice Of Action (NOA) to the parents or legal guardians and implement the suspension or expulsion with an effective date no less than 24-hours after the service of the notice. The program must adhere to due process requirements (within 180 days) prior to expelling a child due to behavior. 

Regulations/Reference

CCD Program Instrument: II. Family Engagement CCD 09
Welfare & Institutions Code: 10491 and 10491.1

Monitoring Review Evidence

• List of local contacts or partners who will provide consultation, social service and/or mental health, or behavioral services for the program. 

• Documentation of policies and procedures outlining suspension and expulsion and as to which behaviors would warrant an expulsion. These behaviors may include, but are not limited to physical aggression, property destruction, and self-injury. 

• Evidence of procedures, supports, and mental health resources utilized in the event that a child needs additional supports in the classroom/home. 

• Review of the appeal process in written policies: In the event that at a child has been suspended or expelled the process of requesting a hearing will be directly with the State.

Written Materials

Written Policies & Procedures

Written materials/policies to address persistent and serious behaviors must include:

• Description or policy to include proactive and preventive guidance that reinforces appropriate behaviors.

• Types of developmentally appropriate interventions used when redirecting inappropriate behaviors.

• Plan to ensure the safe participation of all children in the program.

• Procedure for requesting a meeting with the family if the child’s behaviors are persistent and serious. Preferably this meeting would be in person, however a virtual or phone meeting may be needed to ensure timeliness.

• Written information regarding how they will access community resources, who their community partners are, and how they will ensure timely follow up. 

• If the child has an IFSP or IEP, the Contractor will reach out to the agency responsible for the IFSP or IEP to discuss how to best support the child. The Contractor and the parents should be involved in this consultation to the extent possible. 

EXAMPLES:

• A general policy for Discipline & Guidance, and Suspension or Expulsion would be found in your parent handbook.

• Staff written procedures

Persistent & Serious Challenging Behavior

The definition for persistent and serious challenging behaviors are either repeated patterns of behavior that significantly interfere with the learning of other children, or interactions with peers and adults that are not responsive to the use of developmentally appropriate guidance. Beyond interfering with children’s learning, these behaviors can be stressful for those working with the child.

Definition

Step 3: Follow-Up

Follow-up with the parent to ensure that their needs have been met.

What this might look like in a program:

• 30 days following the issuance of the referrals, the Enrollment Specialist follows up with the parent to ensure that their needs have been met.

• Follow-up is documented on bottom of Health & Social Services form

NOTE: Remember to have a system to document any follow-up as this will be requested in a review.

The regulations do not indicated the timeline for following-up with a family. Typically agency staff follow-up within 30 days of a referral being given to the parent.

Supplemental Training

Ages & Stages Questionnaires (ASQ)

ASQ’s are commonly used by agencies in partnership with parents to identify developmental delays. This supplemental training is designed to support staff that work with families to complete the screening.

Ages & Stages Questionnaires

Early identification of infants & children who have developmental delays or disorders is key.

Note that there are various developmental screening tools used to meet program requirements. The Ages & Stages, 3rd edition (ASQ-3) AND ASQ Social Emotional, 2nd edition (ASQ: SE-2) are commonly used throughout the early education field. 

We developed this supplemental training module as a result of requests from our Monarch Link members.

After reviewing the video lesson & sketch pad notes, it’s time to check for understanding by completing a Knowledge Check. Note that Individual Knowledge Checks will conclude with a Certificate.

Individual Knowledge Check (ProProfs) >

Group Knowledge Check (Kahoot) >