Early Childhood Suspension and Expulsion Prevention Program

Resource Highlight

What about the other kids in the room?

Overview

What if instead of calling it…

The “Suspension and Expulsion Prevention Program”

We called it…

The “making sure ECE providers have the training, coaching, consultation, and other supports they need to be able to support every child” program?

In July 2021, the passing of HB 2166 and SB 236 by Oregon legislature established the Early Childhood Suspension and Expulsion Prevention Program and launched a study on Oregon’s use of suspension and expulsion in early childhood care and education programs. In the 2022 Legislative Session, HB 5202 approved the full $5.8 million funding for the program. The purposes of the Early Childhood Suspension and Expulsion Prevention Program are to:

Reduce the use of suspension, expulsion, and other forms of exclusionary discipline in early care and education (ECE) programs, and
Reduce disparities in the use of suspension, expulsion, and other forms of exclusionary practices in ECE programs based on race, ethnicity, language, ability, or gender.

In spring 2022, the Early Learning Division (ELD) formed a Rulemaking Advisory Committee (RAC) consisting of a group of community members tasked with helping the agency shape and implement rule language for the Early Childhood Suspension and Expulsion Prevention Program. For more information on the RAC and a list of committee members who helped craft the new rules, visit oregonearlylearning.com/RAC#1647035338064-17f1b6da-707c

Research on Early Childhood Suspension and Expulsion

According to recent research data, young children in early childhood settings are being expelled or suspended at a high rate, and children of color and children with disabilities are disproportionately affected. The high rate of suspension and expulsion harms children and families, causing negative outcomes in children’s development, health, and education.

A 2005 study of state-funded programs, “Prekindergarteners left behind: Expulsion rates in state prekindergarten program,” revealed that the rate of preschool expulsion was more than three times greater than the national rate of expulsion for students in kindergarten through grade 12.

More recently, the United States Department of Education released the results of its Civil Rights Data Collection. The results on preschool data reveals that “6,743 children who were enrolled in public pre-K received one or more out-of-school suspensions in the 2013-14 school year.” Data also shows that black and African American preschool children are 3.6 times more likely to be suspended than white children.

In Fall of 2020, the Oregon Early Learning Division (ELD) contracted with Portland State University’s Center for the Improvement of Child and Family Services and OSLC Developments, Inc. to conduct a statewide survey and listening sessions with families. The survey asked families to indicate if they had ever been told that their child “might need to ‘take a break’ or leave care, either permanently or temporarily”. More than 6% of all children were asked to leave care. When asked why the child was asked to leave, thirty-five percent of parents indicated the reason was that the provider could not handle the child’s behavior towards other children or adults.

The root causes of suspension and expulsion are complex and varied. As a result, this program must include solutions that reflect and respond to the complex and varied issues.

Infant and Early Childhood Mental Health Consultation Model

Infant and Early Childhood Mental Health Consultation (IECMHC), will be one component of the Suspension and Expulsion Prevention Program. IECMHC is considered a promising practice for reducing rates of preschool suspension and expulsion.

In January 2022, Portland State University’s Center for Improvement of Child and Family Services School of Social Work published a report to provide guidance for the program, “Centering Racial Equity: Design Considerations for Oregon’s Statewide Infant and Early Childhood Mental Health Consultation (IECMHC) Program.” This report was made possible by the Preschool Development Grant Birth through Five (PDG B-5) grant program awarded to the Early Learning Division.

The Infant and Early Childhood Mental Health Consultation (IECMHC) is a prevention-based approach to working with early care and education (ECE) programs in support of young children’s social and emotional development.

Consultation Approach

The overall approach is focused on:

meeting the social-emotional needs of children
supporting the knowledge, skills, and capacity of ECE providers
early childhood suspension and expulsion prevention

The approach begins with ECE providers and/or parents contacting a centralized resource line, or “warmline” for support. The warmline connects the ECE provider with local consultants. The consultation will be structured to individualize support based on needs of the children, ECE programs, and cultures within the community. Through regular coaching with consultants, ECE providers will gain a greater understanding of children’s behavior and social-emotional development within the context of family, community, and culture.

To support an anti-racist, equity-focused IECMHC system, the consultants will:

receive comprehensive onboarding, reflective supervision, and ongoing training
reflect cultures, histories and contexts of the communities they serve
actively and intentionally address implicit and explicit bias

participate in shared professional development to strengthen anti-racist practices
build authentic, trusting relationships with staff, families, and children

For more information about IECMHC , visit https://www.iecmhc.org/.

Timeline

Throughout the development of the IECMHC program, the Early Learning Division (ELD) will be guided by the voices of Oregon families, ECE providers, and research.

July 2021
The passage of HB 2166 approved the establishment of the Early Childhood Suspension and Expulsion Prevention Program. The passage of SB 236 approved the state to conduct a study of Oregon’s use of suspension and expulsion in early childhood care and education programs, and on efforts to reduce and prevent use of suspension and expulsion.

January 2022
HB 5202 approved the full $5.8 million funding for the program. Portland State University published “Centering Racial Equity: Design Considerations for Oregon’s Statewide Infant and Early Childhood Mental Health Consultation (IECMHC) Program.”

March to July 2022
The IECMHC Rulemaking Advisory Committee (RAC), a group of community members, is formed. RAC members help agency staff shape and implement rule language around suspension and expulsion.

July to September 2022
To incorporate community input and co-creation of the IECMHC program, ELD will conduct partner, parent, and ECE provider engagement.

September 2022
Public comment period. Rules adopted by the Early Learning Council (ELC).

Definitions

Anti-racist
A person, policy, or approach which works to promote anti-racist ideals through active efforts to change embedded organizational policies, procedures, rules, behaviors etc. that have historically resulted in continued unfair treatment to some people and unfair or harmful treatment to others based on race.

Bias
A subjective opinion, preference, prejudice, or inclination, often formed without reasonable justification, that influences the ability of an individual or group to evaluate a situation objectively or accurately. Biases can be either explicit or implicit. Explicit biases are the attitudes and beliefs we have about a person or group on a conscious level, while implicit biases are formed and held without our conscious knowledge.

Equity
Working toward fair outcomes for people or groups by treating them in ways that address their unique advantages or barriers. Equity means that all young children and their families should have access to the resources and opportunities they need to reach their full, healthy potential. To achieve this goal, program administrators and policymakers need to be aware of and understand potential disparities in access to care and outcomes, and to then address these disparities.

These definitions are from Centering Racial Equity: Design Considerations for Oregon’s Statewide Infant and Early Childhood Mental Health Consultation (IECMHC) Program.

Rodriguez-JenKins, J., Mitchell, L., Tremaine, E., Green, B., Dupee, A., Ordonez Rojas, D., Lau, S., Monroy, J. (2022). Centering Racial Equity: Design Considerations for Oregon’s Statewide Infant and Early Childhood Mental Health Consultation (IECMHC) Program. Center for Improvement of Child and Family Services, School of Social Work, Portland State University. [Final Report to Oregon Department of Education: Early Learning Division].

Resources

Centering Racial Equity: Design Considerations for Oregon’s Statewide Infant and Early Childhood Mental Health Consultation (IECMHC) Program, January 2022 | Center for Improvement of Child and Family Services, Portland State University
Oregon 2020 Preschool Development Grant Statewide Needs Assessment: Family Reports, Winter 2020 | Center for the Improvement of Child and Family Services at Portland State University and OSLC Developments, Inc.
IECMHC | The Center of Excellence for Infant & Early Childhood Mental Health Consultation (CoE for IECMHC)
Suspension and Expulsion in Early Childhood | National Center for Pyramid Model Innovations (NCPMI)
Preventing Suspensions and Expulsions in Early Childhood Settings | SRI Education
Timeline of Research, Commentary, and Policy Regarding Preschool Expulsions and Suspensions | The Edward Zigler Center in Child Development and Social Policy
Preschool Suspensions: This is What We Know, March 2018 | National Center for Pyramid Model Innovations (NCPMI)
Information and Resources to Assist States in Developing Policy on Early Childhood Suspension and Expulsion, May 2017 | Center on Enhancing Early Learning Outcomes
Who Is Being Expelled from Preschools, and Why?, March 2017 | Zero to Three
Spotlighting Progress in Policy and Supports, November 2016 | U.S. Department of Health and Human Services
Civil Rights Data Collection (CRDC) for the 2013-14 School Year, June 2016 | U.S. Department of Education
Reducing Suspension and Expulsion Practices in Early Childhood Settings, December 2014 | Office of Early Childhood Development
Implementing Policies to Reduce the Likelihood of Preschool Expulsion, January 2008 | Foundation for Child Development
Prekindergarteners Left Behind, May 2005 | Foundation for Child Development
What About the Other Kids In the Room, February 1, 2023 | by Alex Shevrin Venet for UnconditionalLearning.org

Program Rules

From September 1 to September 23, the draft Early Childhood Suspension and Expulsion Prevention Program Rules were open for public comment. “Oregon Administrative Rules”, or “rules,” are written requirements that apply to people and businesses in Oregon. Government agencies often write rules when they create a new program.

Feedback on the draft rules was shared through a Feedback Form in English and Spanish and verbal testimony at the public hearing on September 20.

On September 28, the Early Learning Council adopted the administrative rules to begin implementation of the Early Childhood Suspension and Expulsion Prevention Program.

Oregon Administrative Rules, Chapter 414, Division 580

For more information on these rules and the rulemaking process, read the “Program Rules Q&A” below.

Program Rules Questions & Answers

Q: What are rules?

A: “Oregon Administrative Rules”, or “rules,” are written requirements that apply to people and businesses in Oregon. Government agencies often write rules when they create a new program. For this Program, a Rulemaking Advisory Committee held seven meetings to discuss and shape the proposed rule language.

Q: What is covered in the rules adopted on September 28?

A: The rules help the Early Learning Division begin setting up the Program by identifying key partners in delivering support services to ECE providers, like “Technical Assistance Providers” (trained providers who will provide support services) and “Regional Service Providers” (organizations who will manage service delivery).

The rules also define terms that are important to building the Program and any future requirements for ECE providers or other partners in the Program.

Q: What IS NOT covered in the rules adopted on September 28?

A: Most of the information about how this Program will support ECE providers is NOT in the rules and is still in development. Visit https://oregonearlylearning.com/sepp to learn more about how this Program will soon provide supports to ECE providers.

The legislatively mandated requirement for ECE providers to access Program supports before suspending or expelling a child will NOT be included in this first version of the ruleset. Providers will not be able to access a Program that doesn’t exist yet!

The ELD will continue to seek input from people, communities, and organizations impacted by these rules before proposing additional requirements in the future.

Q: What were some of the concerns heard in the Rulemaking Advisory Committee (RAC) feedback sessions?

A: Below is a list of issues and responses that were discussed at the RAC feedback sessions.

Issue: The rules define “in-program suspension,” which is not allowed without contacting the Program first; what about a situation when a child needs to take a moment away from the group to regulate their emotions?

Response: A “Supported Break”, or a brief, time-limited period a child spends apart from an early learning environment with the active support of an ECE provider for the purposes of emotional regulation are allowed and encouraged. More information about how to support children with supported breaks will be available as the Program develops.

Issue: Are there any exceptions to when ECE providers need to contact the Program before suspension or expulsion?

Response: At this time, the rules do not include a requirement for ECE providers to contact the Program before suspending or expelling a child for any reason. The ELD will continue to work with ECE providers, families, and other interested community members to develop the future requirements. Also, a future Rulemaking Advisory Committee will be convened to create these rules.

Issue: As a provider, if I accept a child into my program, will I be banned from ever moving them out of my program?

Response: No. Senate Bill 236 of the 2021 Oregon Legislation Session will ban suspension and expulsion from ECE programs starting in 2026. In the meantime, the Early Learning Division is working on defining “planned transitions”, which will provide an approved process to move a child out of an ECE setting and into another appropriate environment.

The rules are subject to change based on information and feedback gathered in the initial pilot stage of the Program.

Q: I have a question about the Program. Who should I contact?

A: Please contact Katrina Miller, Infant & Early Childhood Mental Health Specialist: 971.719.6981 and Katrina.Miller@ode.oregon.gov.

State Contact

Katrina Miller

Infant and Early Childhood Mental Health Specialist

O: 971.719.6981

E: Katrina.Miller@ode.oregon.gov

Archive

September 2022 Draft Program Rule Language (English)

Note: Rule language is draft and subject to change.

DOWNLOAD PDF OF RULES

OAR 414-580-0000: Definition

The following definitions apply to Division 580 of Chapter 414:

“Anti-bias education” means intentional teaching and learning activities designed to increase understanding of differences and their value to society and to actively challenge bias, stereotyping, and all forms of discrimination. It incorporates curriculum that reflects diverse experiences and perspectives, instructional methods that advance all children’s learning, and strategies to create and sustain safe, inclusive, and respectful learning communities.
“Anti-bias practices” means providing services in a manner that actively prevents and opposes the unfair treatment of people based on, but not limited to, race, ethnicity, age, appearance, language, socioeconomic status, ability, religion, immigration status, gender or gender identity, and any other identity or intersectionality.
“Culturally responsive” means a policy or approach that recognizes, respects, and is relevant to, the beliefs, practices, culture and linguistic needs of diverse populations and communities whose members identify as having particular cultural or linguistic affiliations by virtue of their place of birth, ancestry or ethnic origin, religion, gender or gender identity, preferred language, language spoken at home, or any other identity or characteristic. Cultural responsiveness describes the capacity to respond to the specific needs of diverse communities at the individual, professional, organizational, and systemic levels.
“Culturally specific” means a program, intervention, or service that is designed by, adapted for, and provided by members of the community served, reflecting the values, beliefs, practices, and worldviews of the community served; and in the preferred language of the community served.”
“Division” means the Early Learning Division of the Oregon Department of Education.
“Early care and education provider” means any of the following entities and their staff:
1. All registered and certified family and center-based child care types described in ORS 329A.600;
2. Any program receiving state public funding for early childhood care and education services;
3. Preschool Promise Providers subject to ORS 329.172;
4. Oregon Prenatal to Kindergarten Providers subject to ORS 329.172;
5. Baby Promise Providers subject to ORS 417.784; and
6. Relief Nurseries subject to ORS 329.172.
“Exclusionary practices” means any action taken by an early care and education program that limits the enrollment, participation, or attendance of a child due to the child’s ability, specialized needs, or behavior.
“Expulsion” means permanently dismissing a Young child from the early care and education program.
“Implicit bias” means the unconscious internal processes resulting in feelings and attitudes about people based on race, ethnicity, age, appearance, language, socioeconomic status, ability, religion, immigration status, gender or gender identity, and any other identity or intersectionality. These feelings and beliefs are expressed automatically, without conscious awareness, and have an impact on other people and groups of people.
“Inclusion” means the values, policies, and practices that create opportunities for all Young children and their families to participate in a broad range of activities and be supported to engage as full members of families, communities, and society. The desired result of inclusion is that children and their families of all race, ethnicity, age, appearance, language, socioeconomic status, ability, religion, immigration status, gender or gender identity, and any other identity or intersectionality, feel a sense of belonging and membership, develop positive social relationships and friendships, and experience learning that engages the individual child’s development. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.
“Inclusive practices” means the strategies and practices that are implemented to intentionally and authentically promote Inclusion.
“Infant and Early Childhood Mental Health Consultation” or “IECMHC” means a prevention-based approach that pairs a mental health consultant with adults who work with infants and Young children in the different settings where they learn and grow, such as child care, preschool, home visiting, and early intervention. It employs a culturally responsive and trauma-informed lens and involves providing training and coaching to child care and early care and education providers that helps promote healthy social-emotional development, and which builds on child, family and provider strengths to ensure inclusive, supportive care for all children.
“Regional Service provider” means an entity that provides IECMHC services to Early care and education providers and coordinates IECMHC services with other early childhood technical assistance providers, to promote early care and education provider access to resources, training, and other technical assistance opportunities.
“Soft expulsion” means actions taken by an Early care and education provider that make the program an unviable arrangement for the family or Young child and leaves the family with little choice but to withdraw the child from the program.
“Supported break” means a brief, time-limited period that a child spends apart from the early care and education environment, or from a specific activity within the environment, for the purpose of a supportive co-regulation or sensory break. A Supported break occurs with the active engagement of an Early care and education provider.
“Suspension” means temporarily dismissing a Young child from the early care and education environment, through In-program suspension or Out-of-program suspension.
1. “In-program suspension” means temporarily prohibiting the child from engaging in the classroom or group setting by sending the child to a different location within the program or building. In-program suspension does not include a Supported break.
2. “Out-of-program suspension” means dismissing or sending the child home early, prohibiting them from returning to the program for one (1) or more days, or otherwise reducing the hours the child spends per week in the program.
“Technical Assistance provider” means a person or entity who provides training, consultation, coaching, or other professional development supports to Early care and education programs and providers.
“Trauma-informed” means principles, practices, or services grounded in the recognition and understanding of the impact of trauma on individuals and groups. Trauma-informed services and classroom practices are designed and planned to promote healing and safety and to avoid re-traumatization. To be genuinely trauma-informed, practices must also be culturally responsive and reflect the active process of anti-racism.
“Young child” means a child who is not yet eligible to attend kindergarten in a public school.

OAR 414-580-0005: Purpose

The purposes of the Early Childhood Suspension and Expulsion Prevention Program are to reduce the use of Suspension, Expulsion, and other forms of Exclusionary practices in early childhood care and education programs and to eliminate disparities in the use of Suspension, Expulsion, and other forms of Exclusionary practices in early childhood care and education programs based on race, ethnicity, age, appearance, language, socioeconomic status, ability, religion, immigration status, gender or gender identity, and any other identity or intersectionality, by:

Providing and enhancing professional development of the early childhood education workforce with a focus on ensuring early childhood educators have the knowledge and skills to support children’s social, emotional, and positive racial identity development through the use of Anti-bias, Culturally-responsive, and Inclusive practices in the early education environment.
Ensuring that all Regional Service and Technical Assistance providers have the knowledge and skills to offer supports that include, but are not limited to, training, coaching, technical assistance, and consultation to Early care and education providers and programs to implement foundational Anti-bias, Culturally responsive, and Inclusive practices to ensure the stability of children’s placements within the early education environment.
Developing and implementing Culturally-responsive, Trauma-informed Infant and Early Childhood Mental Health Consultation (IECMHC) services to support Early care and education providers and programs to effectively meet the needs of all children.
Providing a coordinated system for Early care and education programs across the state to seek support, technical assistance and/or IECMHC services in maintaining the placement of specific children who present with persistent challenging behaviors.

OAR 414-580-0010: Regional Service Provider Requirements

Regional Service providers must:
1. Ensure that Infant and Early Childhood Mental Health Consultation services are accessible to all populations, especially those most disproportionately impacted by Suspension and Expulsion; and
2. Collaborate with and coordinate services with Technical Assistance providers and other cross-system partners to determine which person or program is best suited to respond to the request for services from an Early care and education provider.

OAR 414-800-0030: Reporting

Upon request by the Division, any Early care and education provider receiving technical assistance from the Regional Service providers must make available to the ELD any information and data that the Division determines is necessary to monitor and evaluate the Early Childhood Suspension and Expulsion Prevention program.
Regional Service providers must cooperate and participate in the Division’s program monitoring, program evaluation, and reporting requirements.

Septiembre de 2022 Borrador del lenguaje de la regla del programa (Español)

Nota: El lenguaje de la regla es borrador y está sujeto a cambios.

DESCARGAR PDF DE LAS REGLAS

OAR 414-580-0000: Definición

Las siguientes definiciones se aplican desde OAR 414-580-0005 hasta OAR 414-580-0030:

“Educación en contra de los prejuicios” se refiere a actividades intencionales de enseñanza y aprendizaje diseñadas con el fin de aumentar la comprensión de las diferencias y su valor para la sociedad y para desafiar activamente los prejuicios, los estereotipos y todas las formas de discriminación. Incorpora un plan de estudios que refleja diversas experiencias y perspectivas, métodos de instrucción que promueven el aprendizaje de todos los niños y estrategias para crear y mantener comunidades de aprendizaje seguras, inclusivas y respetuosas.
“Prácticas contra los prejuicios” significa brindar servicios de una manera que prevenga y se oponga activamente al trato injusto a las personas debido, entre otras cosas, a la raza, el origen étnico, la edad, la apariencia, el idioma, la situación socioeconómica, la capacidad, la religión, la condición migratoria, el género o identidad de género, y cualquier otra identidad o interseccionalidad.
“Culturalmente sensible” significa una política o enfoque que reconoce, respeta y considera importante las creencias, prácticas, cultura y necesidades lingüísticas de diversas poblaciones y comunidades cuyos miembros se identifican con afiliaciones culturales o lingüísticas particulares en virtud de su lugar de nacimiento, ascendencia u origen étnico, religión, género o identidad de género, idioma preferido, idioma que se habla en el hogar, o cualquier otra identidad o característica. La sensibilidad cultural describe la capacidad de responder a las necesidades específicas de diversas comunidades a nivel individual, profesional, organizacional y sistémico.
“Culturalmente específico” se refiere a un programa, intervención o servicio que está diseñado, adaptado y proporcionado por miembros de la comunidad a la que sirve, que refleja sus valores, creencias, prácticas y visiones del mundo; y que se brinda en el idioma preferido de la comunidad a la que sirve.
“Organización culturalmente específica” significa una organización que sirve a una comunidad cultural en particular y está principalmente integrada por personal y dirigida por miembros de esa comunidad; estas organizaciones demuestran un conocimiento íntimo de la experiencia de vida de la comunidad. Este conocimiento incluye, entre otras cosas, el impacto del racismo o la discriminación estructural e individual en la comunidad; conocimiento de las disparidades específicas documentadas en la comunidad y cómo eso influye en la estructura de su programa o servicio; capacidad para describir las prácticas culturales de la comunidad, creencias/prácticas de salud y seguridad, identidad cultural positiva/orgullo/resiliencia, la dinámica del aspecto migratorio, creencias religiosas, etc.; y cómo sus servicios se han adaptado a esas normas culturales.
“División” se refiere a la División de Aprendizaje Temprano del Departamento de Educación de Oregón.
“Proveedor de educación y cuidado de la edad temprana” se refiere a cualquiera de las siguientes entidades y su personal:
1. Todos los tipos de cuidado infantil familiar en el hogar y en centros descritos en ORS 329A.600, que estén registrados y certificados;
2. Cualquier programa que reciba financiamiento público estatal para servicios de educación y cuidado de la edad temprana;
3. Proveedores de Promesa Preescolar sujetos a ORS 329.172;
4. Proveedores de Oregón desde Prenatal hasta el Kínder sujetos a ORS 329.172;
5. Proveedores de Baby Promise sujetos a ORS 417.784; y
6. Relief Nurseries sujetos a ORS 329.172.
“Prácticas excluyentes” se refieren a cualquier acción tomada por un programa de educación y cuidado de la edad temprana que limita la inscripción, participación o asistencia de un niño debido a su capacidad, sus necesidades especiales o su comportamiento.
“Expulsión” significa retirar permanentemente a un niño pequeño del programa de educación y cuidado de la edad temprana.
“Prejuicio implícito” se refiere a los procesos internos inconscientes que dan como resultado sentimientos y actitudes sobre las personas en función de la raza, el origen étnico, la edad, la apariencia, el idioma, el nivel socioeconómico, la capacidad, la religión, la situación migratoria, el género o la identidad de género y cualquier otra identidad o interseccionalidad. Estos sentimientos y creencias se expresan automáticamente sin hacerse conscientes; y tienen un impacto en otras personas y grupos de personas.
“Inclusión” se refiere a los valores, políticas y prácticas que crean oportunidades para que todos los niños pequeños y sus familias participen en una amplia gama de actividades y reciban apoyo para participar como miembros plenos de las familias, las comunidades y la sociedad. El resultado deseado de la inclusión es que los niños y sus familias de todas las razas, orígenes étnicos, edades, apariencias, idiomas, niveles socioeconómicos, habilidades, religiones, situaciones migratorias, géneros o identidades de género y cualquier otra identidad o interseccionalidad, tengan un sentido de pertenencia y afiliación, para poder de esta manera desarrollar relaciones sociales y amistades positivas, además de experimentar un aprendizaje que involucre el desarrollo individual del niño. Las características definitorias de la inclusión que se pueden utilizar para identificar programas y servicios para la edad temprana de alta calidad son: el acceso, la participación y el apoyo.
“Prácticas inclusivas” se refieren a las estrategias y prácticas que se implementan para promover de manera intencionada y auténtica la Inclusión.
“Consulta de salud mental infantil y de la edad temprana” o “IECMHC” (por sus siglas en inglés), se refiere a un enfoque basado en la prevención que une a un consultor de salud mental con adultos que trabajan con infantes y niños pequeños en los diferentes ambientes donde aprenden y crecen, como son los centros de cuidado infantil, los centros preescolares, las visitas domiciliarias y la intervención temprana. Emplea una perspectiva culturalmente sensible y basada en los efectos del trauma; lo que implica brindar capacitación y orientación a los proveedores de cuidado infantil y de educación y cuidado de la edad temprana, lo que ayuda a promover un desarrollo socioemocional saludable, y que se base en las fortalezas del niño, la familia y el proveedor para garantizar un cuidado inclusivo y de apoyo para todos los niños.
“Desarrollo positivo de la identidad racial” significa que los niños pequeños conocen y experimentan sentimientos positivos sobre su identidad racial, incluidos su herencia, apariencia física, afiliación cultural y experiencias personales.
“Proveedor Regional de Servicios” se refiere a una entidad que brinda servicios de IECMHC a proveedores de educación y cuidado de la edad temprana y coordina los servicios de IECMHC con otros proveedores de asistencia técnica para la edad temprana, a fin de promover el acceso de los proveedores de educación y cuidado de la edad temprana a recursos, capacitación y otras oportunidades de asistencia técnica.
“Expulsión indirecta” se refiere a las acciones tomadas por un proveedor de educación y cuidado de la edad temprana que hacen que el programa se brinde de una manera inviable para la familia o el niño y deja a la familia sin otra opción que la de retirar al niño del programa.
“Descanso con apoyo” se refiere a un período breve y de tiempo limitado en el que un niño es apartado del ambiente de educación y cuidado de la edad temprana, o de una actividad específica dentro del ambiente, con el propósito de darle apoyo para una co-regulación o un descanso sensorial. El descanso ocurre con la participación activa de un proveedor de educación y cuidado de la edad temprana.
“Suspensión” significa retirar temporalmente a un niño pequeño del ambiente de educación y cuidado de la edad temprana, mediante una suspensión dentro del programa o fuera de él.
1. “Suspensión dentro del programa” significa prohibir temporalmente que el niño participe en el salón de clases o en el entorno grupal al enviar al niño a un lugar diferente dentro del programa o sus instalaciones. La suspensión dentro del programa no incluye un descanso con apoyo.
2. “Suspensión fuera del programa” significa retirar o enviar al niño a casa más temprano, prohibiéndole regresar al programa por uno (1) o más días, o reduciendo de otro modo las horas que el niño pasa por semana en el programa.
“Proveedor de asistencia técnica” se refiere a una persona o entidad que brinda capacitación, consultoría, entrenamiento u otros apoyos para el desarrollo profesional a los programas y proveedores de educación y cuidado de la edad temprana.
“Basado en los efectos del trauma” se refiere a los principios, prácticas o servicios basados en el reconocimiento y la comprensión del impacto del trauma en personas y grupos. Los servicios basados en los efectos del trauma y las prácticas en el salón de clase están diseñados y planificados para promover la curación y la seguridad, y para evitar recrear el trauma de nuevo. Para estar genuinamente basadas en los efectos del trauma, las prácticas también deben ser culturalmente sensibles y reflejar un proceso activo antirracista.
“Niño pequeño” significa un niño que aún no es elegible para asistir al kínder en una escuela pública.

OAR 414-580-0005: Propósito

Los propósitos del Programa de Prevención de Suspensión y Expulsión en la Edad Temprana son los de reducir el uso de la Suspensión, Expulsión y otras formas de prácticas Excluyentes en los programas de educación y cuidado de la edad temprana, además de eliminar las disparidades en el uso de la Suspensión, Expulsión y otras formas de Prácticas excluyentes en los programas de educación y cuidado de la edad temprana por motivos de raza, origen étnico, edad, apariencia, idioma, nivel socioeconómico, capacidad, religión, situación migratoria, género o identidad de género, y cualquier otra identidad o interseccionalidad. Estos propósitos se alcanzan al:

Brindar y mejorar el desarrollo profesional de la fuerza laboral que participa en la educación de la edad temprana con un enfoque en garantizar que los educadores de la edad temprana tengan el conocimiento y las habilidades para apoyar el desarrollo socioemocional y de identidad racial positiva de los niños, mediante el uso de prácticas contra los prejuicios, culturalmente sensibles e Inclusivas en el ambiente de la educación de la edad temprana.
Asegurarse de que todos los proveedores regionales de servicios y de asistencia técnica tengan el conocimiento y las habilidades para ofrecer apoyos que incluyan, entre otros, capacitación, entrenamiento, asistencia técnica y consultoría a proveedores y programas de cuidado y educación de la edad temprana para implementar las prácticas contra los prejuicios, que sean culturalmente sensibles e inclusivas para garantizar la estabilidad de las colocaciones de los niños dentro del ambiente de educación temprana.
Desarrollar e implementar servicios de Consulta de Salud Mental Infantil y de la Edad Temprana (IECMHC, por sus siglas en inglés) que sean culturalmente sensibles y basados en los efectos de los traumas para apoyar a los proveedores y programas de educación y cuidado de la edad temprana para satisfacer de manera efectiva las necesidades de todos los niños.
Proporcionar un sistema coordinado para programas de educación y cuidado de la edad temprana en todo el Estado con el fin de buscar apoyo, asistencia técnica y/o servicios de IECMHC, que tengan el propósito de mantener la colocación de niños específicos que presentan comportamientos difíciles en forma persistente.

OAR 414-580-0010: Requisitos para los Proveedores Regionales de Servicios

Los proveedores regionales de servicios deben:
1. Garantizar que los servicios de Consulta de Salud Mental Infantil y de la Edad Temprana sean accesibles para todos los grupos poblacionales, especialmente para aquellos más afectados de manera desproporcionada por la suspensión y la expulsión; y
2. Colaborar y coordinar servicios con proveedores de asistencia técnica y otros socios de diferentes sistemas para determinar qué persona o programa es el más adecuado para responder a la solicitud de servicios de un proveedor de educación y cuidado de la edad temprana.

OAR 414-800-0030: Informes

A pedido de la División, cualquier proveedor de cuidado y educación de la edad temprana que reciba asistencia técnica de los proveedores Regionales de Servicios debe poner a disposición de la ELD cualquier información y datos que la División determine que son necesarios para monitorear y evaluar el programa de Prevención de Expulsión y Suspensión en la Edad Temprana.
Los proveedores Regionales de Servicios deben cooperar y participar de acuerdo con los requisitos de supervisión, evaluación de programas y presentación de informes de la División.

This program is in partnership with: