Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 235 - EARLY CHILDHOOD BLOCK GRANT › Subpart D - EXCLUSIONARY DISCIPLINE IN EARLY CHILDHOOD PROGRAMS › Section 235.310 - Definitions

Current through Register Vol. 48, No. 28, July 12, 2024
"Behavior Support Plan" means a written, planned and
				  culturally and linguistically appropriate schedule of action agreed upon by the
				  program staff, parents/guardians, and qualified professional resources
				  assigned:
to assist a child, a family, caregivers, programs or
				  teachers, and directors on how the program reflects on and modifies the
				  program, classroom, and learning environment practices; and
to address the identification of serious and repeated
				  patterns of challenging behavior.
The behavior support plan must be fully implemented before
				  initiating the transition plan.
"Challenging Behavior" means 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 or adults.
"Early Childhood Program" means a program that receives
				  funding pursuant to Section 2-3.71(a)(7) of the Code.
"Program Transition Plan" means an individualized, written,
				  and culturally and linguistically appropriate document developed by the
				  departing and receiving early childhood programs, parents or primary
				  caregivers, and qualified professional resources detailing tasks and individual
				  responsibilities required to prepare for and then execute the move of the child
				  from the current program to a more appropriate arrangement with as little
				  negative impact and disruption as possible.
"Qualified Professional" means an individual with a
				  recognized professional title such as, but not limited to, a child's early
				  childhood mental health consultant, licensed clinical social worker, speech
				  pathologist, or behavioral therapist. This individual should have expertise in
				  early childhood education practices, children's behaviors, inclusion, applied
				  behavior analysis, infant/early childhood mental health, or the impact of
				  trauma.
"Repeated Pattern of Challenging Behavior" means behaviors
				  that do not respond to repeated developmentally appropriate practice
				  interventions and result in a disrupted learning environment for other children
				  in the program. These include, but are not limited to, extreme prolonged
				  tantrums, physical and verbal aggression, property destruction, self-injury,
				  injury to others, or withdrawal.
"School Code" or "Code" means 105 ILCS 5.
"State Board" means the State Board of Education.
"Temporary Removals" means practices that involve removing
				  the child from regular participation in the program as a result of a
				  challenging behavior. A temporary removal should be developmentally appropriate
				  and may 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 program must help the child return to full participation in a group setting
				  as soon as safety allows.