Oregon Administrative Rules › Chapter 414 - DEPARTMENT OF EARLY LEARNING AND CARE › Division 580 - EARLY CHILDHOOD SUSPENSION AND EXPULSION PREVENTION PROGRAM › Section 414-580-0005 - Purpose

Current through Register Vol. 63, No. 7, July 1, 2024
The purposes of the Early Childhood Suspension and Expulsion
				Prevention Program are:
(1) To promote
			 inclusive 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, geographic location,
			 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;
			 and
(2) 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:
(a) 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.
(b) 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.
(c) 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. To be genuinely
			 trauma-informed, practices must also be culturally responsive and reflect the
			 active process of anti-racism.
(d)
			 Providing a coordinated system for Early Care and Education Providers 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.