4120 SE International Way Ste A113
Milwaukie, OR 97222
Must follow the steps above to collaborate with the parents and consult with its local Child Care Resource and Referral agency to maintain a child’s placement in program.
When a child exhibits persistent and serious challenging behaviors, Sunshine ELCC must explore all feasible options and document all steps that are taken to address such problems and facilitate the child’s safe participation in the program. Incident reports and/or logs must be kept on the persisting and unsafe behaviors.
Before considering an alternative placement for the child, Sunshine must consider the capacity of providing appropriate services and supports under section 504 of the Rehabilitation Act to ensure that the child who satisfies the definition of disability in 29 U.S.C. §705(9)(b) of the Rehabilitation Act is not excluded from the program, on the basis of disability and if the child has an individualized family service plan (IFSP), the program must consult with the agency responsible for the IFSP to ensure the child receives the needed support services.
If the child does not have an IFSP, the program must receive parental consent to refer the child to the local agency responsible for implementing IDEA to determine the child’s eligibility for services. If, after Sunshine ELCC has explored all possible steps and documented all steps are taken as described above, Sunshine ELCC, in consultation with the parents, the child’s teacher, ESD (if applicable) and the mental health consultant (if appropriate and available) determine that the child’s continued enrollment presents a serious safety threat to the child or other enrolled children and determines the program is not the most appropriate placement for the child, the program must work with such entities and the Early Learning Hub to directly facilitate the transition of the child to a more appropriate placement.
Expulsion Policy
Discipline Policy
A. Sunshine must severely limit the use of sending children home due to a child’s behavior. Such actions may only be temporary in nature. (i.e., sent home for the program day)
B. A temporary suspension must be used only as a last resort in extraordinary circumstances where there is a serious safety threat that cannot be reduced or eliminated by the provision of reasonable modifications.
C. Before determining whether a temporary suspension is necessary, Sunshine Early Learning must contact the parents, Early Childhood Special Education Specialist/ Administrator (If Child has an IFSP), and Center Leadership.
D. If a child is sent home for the day, Sunshine must help the child return to full participation in all program activities the next school day while ensuring child safety by:
Continuing to engage with the parents and any other necessary support for the child.
Developing a written plan to document the action and support that will be provided; (inclusive material supports, flexible seating, reduced schedule)
Collaborating with community partners such as ESD, Inclusive Partners, Family Practitioners and Counselors to provide wrap around services, individualized plans and continued support through family engagement. This could include family visits or a family meeting with Sunshine Teacher and/or Leadership in-person or via zoom.
Determining with The Ages and Stages Questionnaire whether a referral to a local agency responsible for implementing special education services is appropriate.
Sunshine Early Learning Center teachers are focused on using preventative strategies to support the inclusion of all children. Teachers are trained on the Pyramid Model and implement these evidence-based practices with coaching. These include site-wide behavior expectations, predictable and consistent routines, 5 positive deposits to every 1 negative withdrawal with children, Routines within Routines, increasing child engagement, providing universal support such as classroom visuals, and teaching social-emotional skills.
Sunshine Early Learning Center uses positive ways to channel children’s emotions by:
Sunshine Early Learning uses the Pyramid Model to promote children’s social emotional learning. The Pyramid Model practices establish a predictable routine with a balanced schedule of child-directed and teacher-directed activities. We employ these strategies to support engagement in our program.
Redirect negative behavior to an acceptable activity by gently encouraging the child to change activities.
Positive Reinforcement, teaching expectations and positive social skills.
Help children understand consequences to behavior in ways that encompass all individuals while fostering inclusivity and understanding.
Scaffold instructions, choices or activities.
Sunshine Early Learning Program Wide Behavior Expectations
Be Safe
Be Kind
Be Respectful
Prohibited Discipline Practices at Sunshine Early Learning Center and per the Oregon Department of Early Learning and Care as follows:
414-305-0710 Prohibited Discipline and Actions A certified child care center must not use or threaten to use any of the following prohibited actions even if requested or agreed to by parents: (1) Rough or harsh handling of children or use of corporal punishment in any form, including, but not limited to hitting, spanking, slapping, shaking, swatting, throwing, jerking, pinching, biting, or other measures that produce physical pain; (2) (3) (4) (5) (6) (7) (8) (9) Bind or restrict a child's movement unless permitted under OAR 414-305-0720, Physical Restraint; Using unauthorized prescription or non-prescription drugs or chemicals for discipline or to control behavior; Confining or isolating a child in an enclosed or darkened area (e.g., a locked or closed room, bathroom, closet, or box for punishment); Withdrawing, denying or forcing food, rest, or toileting; Forcing or compelling a child to eat or placing soap, food, spices, or foreign substances in the child’s mouth; Exposing a child to extremes of temperature; Yelling harshly or using profane or abusive language; Punishing or demeaning a child for toileting accidents or refusing to eat food; (10) Allowing any form of mental or emotional punishment or verbal abuse, including but not limited to public or private humiliation, name calling, teasing, ridicule, intimidation, making derogatory or sarcastic remarks about a child's family, race, gender, religion, or cultural background, rejecting, frightening, neglecting, or corrupting a child; (11) Demanding excessive physical exercise, excessive rest, or strenuous postures; or (12) Requiring a child to remain silent or inactive or removing a child from all activities or the group for excessive periods of time.
Physical restraint must only be used if a child's safety or the safety of others is threatened and must be: (a) Limited to holding a child as gently as possible to accomplish restraint; (b) Limited to the minimum amount of time necessary to control the situation; and (c) Developmentally appropriate. A staff member must not use bonds, ties, blankets, straps, or weights (including an adult using their body parts) to physically restrain children.