reglab/statecodes huggingface dataset:
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › INFANT AND TODDLER › Section 110-300-0281 - Breast milk

Current through Register Vol. 24-14, July 15, 2024
(1) When a parent
				or guardian provides breast milk, an early learning provider must:
(a) Immediately refrigerate or freeze the
				breast milk;
(b) Label the breast
				milk container with the child's first and last name and the date
				received;
(c) Store frozen breast
				milk at zero degrees Fahrenheit or less, and in a closed container to prevent
				contamination; and
(d) Keep frozen
				breast milk for no more than thirty days upon receipt and return any unused
				frozen breast milk to the parent after thirty days.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › INFANT AND TODDLER › Section 110-300-0285 - Infant and toddler nutrition and feeding

Current through Register Vol. 24-14, July 15, 2024
(1) An early learning provider must have and
				follow written policies on providing, preparing, and storing breast milk or
				infant formula and food.
(2) After
				consulting a parent or guardian, an early learning provider must implement a
				feeding plan for infants and toddlers that includes:
(a) A plan to support the needs of a
				breastfeeding mother and infant by:
(i)
				Providing an area for mothers to breastfeed their infants; and
(ii) Providing educational materials and
				resources to support breastfeeding mothers.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › INFANT AND TODDLER › Section 110-300-0290 - Infant and toddler sleep, rest, and equipment

Current through Register Vol. 24-14, July 15, 2024
(1) For infants, an early learning provider
				must supply a single level crib, playpen, or other developmentally appropriate
				sleep equipment. Providers must not use sofas, couches, or adult-sized or
				toddler beds for infant sleeping.
(2) For toddlers, an early learning provider
				must supply a single level crib, playpen, toddler bed, or other developmentally
				appropriate sleep equipment. An early learning provider must allow toddlers to
				follow their own sleep patterns.
(3) Sleep equipment not covered in WAC
				110-300-0265 must:
(a) Be approved by CPSC or
				ASTM International Safety Standards for use by infants and toddlers;
(b) Cribs must have a certificate of
				compliance, sticker, or documentation from the manufacturer or importer stating
				the crib meets  16 C.F.R. 1219 and 1220 ;
(c) Have a clean, firm, and snug-fitting
				mattress designed specifically for the particular equipment;
(d) Have a tight-fitted sheet that is
				designed for the sleep equipment;
(e) Have a moisture resistant and easily
				cleaned and sanitized mattress, if applicable. The mattress must be free of
				tears or holes and not repaired with tape;
(f) The sheet must be laundered at least
				weekly or more often, such as between uses by different children or if
				soiled;
(g) Cribs and playpens
				arranged side by side must be spaced at least thirty inches apart;
				and
(h) Cribs and playpens placed
				end to end must have a moisture resistant and easily cleanable solid barrier if
				spaced closer than thirty inches.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › INFANT AND TODDLER › Section 110-300-0291 - Infant safe sleep practices

Current through Register Vol. 24-14, July 15, 2024
(1) An
				early learning provider must follow safe infant sleep practices when infants
				are napping or sleeping by following the current standard of American Academy
				of Pediatrics concerning safe sleep practices including SIDS/SUIDS risk
				reduction, including:
(a) Actively
				supervising infants by visibly checking every fifteen minutes and being within
				sight and hearing range, including when an infant goes to sleep, is sleeping,
				or is waking up;
(b) Placing an
				infant to sleep on his or her back or following the current standard of
				American Academy of Pediat-rics. If an infant turns over while sleeping, the
				provider must return the infant to his or her back until the infant is able to
				independently roll from back to front and front to back;
(c) Not using a sleep positioning device
				unless directed to do so by an infant's health care provider. The directive
				must be in writing and kept in the infant's file;
(d) Sufficiently lighting the room in which
				the infant is sleeping to observe skin color;
(e) Monitoring breathing patterns of an
				infant;
(f) Allowing infants to
				follow their own sleep patterns;
(g) Not allowing blankets, stuffed toys,
				pillows, crib bumpers, and similar items inside a crib, bassinet, or other
				equipment if occupied by a resting or sleeping infant;
(h) Not allowing a blanket or any other item
				to cover or drape over an occupied crib, bassinet, or other equipment where
				infants commonly sleep;
(i) Not
				allowing bedding or clothing to cover any portion of an infant's head or face
				while sleeping, and readjusting these items when necessary; and
(j) Preventing infants from getting too warm
				while sleeping, which may be exhibited by indicators that include, but are not
				limited to, sweating; flushed, pale, or hot and dry skin, warm to the touch; a
				sudden rise in temperature; vomiting; refusing to drink, a depressed
				fonta-nelle; or irritability.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › INFANT AND TODDLER › Section 110-300-0295 - Infant and toddler programs and activities

Current through Register Vol. 24-14, July 15, 2024
(1) An early learning provider must support
				each infant and toddler's culture, language, and family.
(2) An early learning provider must ensure an
				adequate supply of age and developmentally appropriate program materials and
				equipment for infants and toddlers. Materials and equipment must meet
				individual, developmental, and cultural needs of children in care, and must be:
(a) Clean and washable or
				disposable;
(b) Nonpoisonous, free
				of toxins, and meet ASTM D-4236 labeling requirements for chronic health
				hazards;
(c) Large enough to
				prevent swallowing or choking;
(d)
				Safe and in good working condition;
(e) Child size;
(f) Accommodating to a range of abilities and
				special needs of enrolled children, if applicable;
(g) Accessible for children to find, use, and
				return independently; and
(h)
				Removed from the early learning premises as soon as a provider becomes aware an
				item has been recalled by CPSC.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › INFANT AND TODDLER › Section 110-300-0296 - Infant and toddler development

Current through Register Vol. 24-14, July 15, 2024
(1) An early learning provider must expose
				infants and toddlers to a developmentally appropriate curriculum.
(2) Developmentally appropriate curriculum
				may include, but is not limited to:
(a)
				Developing infant and toddler language and communication by:
(i) Talking and listening to children,
				encouraging soft infant sounds, naming objects, feelings, and desires, and
				describing actions;
(ii) Giving
				individual attention to children when needed;
(iii) Playing and reading with
				children;
(iv) Mirroring similar
				infant sounds and sharing a child's focus of attention;
(v) Communicating throughout the day and
				during feeding, changing, and cuddle times; and
(vi) Providing materials and equipment that
				promote language development and communication such as soft books, interactive
				storybook reading, rhymes and songs, and finger puppets.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › INTERACTIONS AND CURRICULUM › Learning Supports › Section 110-300-0300 - Individual care plan

Current through Register Vol. 24-14, July 15, 2024
(1) An
				  early learning provider must develop an individual care plan for each child
				  with special needs and must notify the department when a child with special
				  needs is enrolled or identified in the early learning program. Plans and
				  documentation required under this section must:
(a) Meet the requirements of this
				  section;
(b) Be available for
				  department review;
(c) Have written
				  permission from a child's parent or guardian stating that a visiting health
				  professional may provide services to the child at the early learning program,
				  if applicable;
(d) Have
				  verification that early learning program staff involved with a particular child
				  has been trained on implementing the individual care plan for that child, if
				  applicable;
(e) Be updated annually
				  or when there is a change in the child's special needs; and
(f) Be kept in the child's file.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › INTERACTIONS AND CURRICULUM › Learning Supports › Section 110-300-0305 - Curriculum philosophy and planning

Current through Register Vol. 24-14, July 15, 2024
(1) An early learning provider must have a
				  written curriculum philosophy that describes the program of planned daily
				  activities related to early childhood or child development.
(2) The curriculum philosophy must address
				  all age groups being served, be informed by the Washington state early learning
				  and development guidelines, and may include:
(a) How children develop emotionally,
				  socially, cognitively, and physically;
(b) What early learning looks like or areas
				  of focus for each age group being served;
(c) How the provider will meet cultural, dual
				  language learner, and special needs of children in care;
(d) How to guide learning and social
				  interactions;
(e) The importance of
				  play to a child's learning process; and
(f) For infants and toddlers, the importance
				  of developing consistent, nurturing relationships with caregivers as a
				  component of learning.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › INTERACTIONS AND CURRICULUM › Learning Supports › Section 110-300-0310 - Concept development and feedback quality

Current through Register Vol. 24-14, July 15, 2024
(1) An early learning provider must
				  facilitate activities to support child learning and understanding.
(2) An early learning provider may facilitate
				  child learning and understanding through a variety of techniques such as:
(a) Using a variety of teaching strategies
				  (different techniques, curricula, or styles) and materials to address different
				  learning styles, abilities, developmental levels, and temperament;
(b) Helping children enter into and sustain
				  play;
(c) Encouraging children to
				  participate by asking questions and providing guidance;
(d) Providing opportunities for children's
				  creativity;
(e) Linking concepts
				  and activities to one another and to the children's lives and
				  interests;
(f) Noticing and
				  responding to teachable moments;
(g) Clarifying and expanding children's
				  understanding;
(h) Describing and
				  discussing children's learning processes;
(i) Encouraging children's efforts and
				  persistence;
(j) Showing tolerance
				  for mistakes;
(k) Using diverse
				  vocabulary;
(l) Leading discussions
				  and activities;
(m) Providing
				  materials during the day, including daily routines such as meals and
				  transitions, to encourage communication in English and children's home
				  languages when possible; and
(n)
				  Use scaffolding methods to gradually move children toward stronger
				  understanding and greater independence in the learning process.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › INTERACTIONS AND CURRICULUM › Learning Supports › Section 110-300-0315 - Language modeling and reasoning

Current through Register Vol. 24-14, July 15, 2024
(1) An early learning provider must be aware
				  of and responsive to children's developmental, linguistic, cultural, and
				  academic needs.
(2) An early
				  learning provider must be aware of and responsive to children's needs by
				  engaging in activities such as:
(a) Asking
				  developmentally appropriate questions for the age group and allow children to
				  answer without interruption from the provider;
(b) Circulating among the children during
				  free choice activities and talking with children about what they are
				  doing;
(c) Using teaching
				  techniques such as:
(i) Self-talk: When the
				  provider talks about what he or she is doing, seeing, eating, touching, or
				  thinking as he or she is involved in that activity;
(ii) Parallel-talk: When the provider talks
				  about what the child is doing, seeing, eating, or touching as the child is
				  engaging in those activities; or
(iii) Language expansion: When the provider
				  adds detail or new words to build on ideas that children are
				  expressing.
(d) An early
				  learning provider working with preschool and school-age children must use
				  language to develop and encourage reasoning skills by using techniques such as:
(i) Talking about logical relationships or
				  concepts during the day including, but not limited to, the daily schedule, the
				  differences and similarities between objects, or people in the
				  classroom;
(ii) Introducing
				  concepts using guiding questions that encourage children to figure out cause
				  and effect relationships;
(iii)
				  Providing opportunities for reading and writing activities; and
(iv) Asking open ended questions to help
				  children improve skills and acquire knowledge.
(e) An early learning provider working with
				  non-English speaking children must encourage language development and
				  acquisition by using techniques such as:
(i)
				  Using words in various languages to talk about the routines;
(ii) Reading books out loud or using audio
				  books; and
(iii) Playing games in
				  different languages.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › INTERACTIONS AND CURRICULUM › Learning Supports › Section 110-300-0320 - Facilitating child interests, learning, perspective, and productivity

Current through Register Vol. 24-14, July 15, 2024
(1) An early
				  learning provider must work to maximize children's interests, engagement with
				  developmentally and culturally responsive activities, and ability to learn from
				  play.
(2) An early learning
				  provider must maximize children's interests, engagement, and abilities by using
				  techniques such as:
(a) Maximizing learning
				  time with learning materials and products, limiting disruptions during
				  activities, and offering additional choices when activities are
				  completed;
(b) Giving clear
				  instructions and directions; and
(c) Making opportunities for children to
				  learn during transitions by clearly communicating expectations and keeping
				  transitions to a duration that is developmentally appropriate.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › EMOTIONAL SUPPORT AND CLASSROOM ORGANIZATION › Section 110-300-0325 - Creating a climate for healthy child development

Current through Register Vol. 24-14, July 15, 2024
(1) When communicating or interacting with
				children, an early learning provider must maintain a climate for healthy,
				culturally responsive child development such as:
(a) Using a calm and respectful tone of
				voice;
(b) Using positive language
				to explain what children can do and give descriptive feedback;
(c) Having relaxed conversations with
				children by listening and responding to what they say. Adult conversations must
				not dominate the overall sound of the group;
(d) Greeting children upon arrival and
				departure at the early learning program;
(e) Using facial expressions such as smiling,
				laughing, and enthusiasm to match a child's mood;
(f) Using physical proximity in a culturally
				responsive way to speak to children at their eye level and with warm physical
				contact including, but not limited to, gently touching a hand or shoulder,
				sitting next to a child, appropriately holding younger children close while
				communicating;
(g) Validating
				children's feelings and show tolerance for mistakes;
(h) Being responsive and listening to
				children's requests and questions, encouraging children to share experiences,
				ideas, and feelings;
(i) Observing
				children in order to learn about their families, cultures, individual
				interests, ideas, questions, and theories;
(j) Modeling and teaching emotional skills
				such as recognizing feelings, expressing them appropriately, accepting others'
				feelings, and controlling impulses to act out feelings;
(k) Representing the diversity found in the
				early learning program and society, including gender, age, language, and
				abilities, while being respectful of cultural traditions, values, religion and
				beliefs of enrolled families; and
(l) Interacting with staff and other adults
				in a positive, respectful manner.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › EMOTIONAL SUPPORT AND CLASSROOM ORGANIZATION › Section 110-300-0330 - Positive relationships and child guidance

Current through Register Vol. 24-14, July 15, 2024
(1) An early learning provider must work to
				maintain positive relationships with children by using consistent guidance
				techniques to help children learn. Guidance techniques must adapt an early
				learning program's environment, routines, and activities to a child's
				strengths, developmental level, abilities, culture, community, and relate to
				the child's behavior.
(2) Guidance
				techniques may include:
(a) Coaching
				behavior;
(b) Modeling and teaching
				social skills such as taking turns, cooperation, waiting, self-control, respect
				for the rights of others, treating others kindly, and conflict
				resolution;
(c) Offering
				choices;
(d) Distracting;
(e) Redirecting or helping a child change
				their focus to something appropriate to achieve their goal;
(f) Planning ahead to prevent problems and
				letting children know what events will happen next;
(g) Explaining consistent, clear rules and
				involving children in defining simple, clear classroom limits;
(h) Involving children in solving problems;
				and
(i) Explaining to children the
				natural and logical consequence related to the child's behavior in a reasonable
				and developmentally appropriate manner.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › EMOTIONAL SUPPORT AND CLASSROOM ORGANIZATION › Section 110-300-0331 - Prohibited behavior, discipline, and physical removal of children

Current through Register Vol. 24-14, July 15, 2024
(1) An early
				learning provider must take steps to prevent and, once aware of, must not
				tolerate:
(a) Profanity, obscene language,
				"put downs," or cultural or racial slurs;
(b) Angry or hostile interactions;
(c) Threats of physical harm or inappropriate
				discipline such as, but not limited to, spanking, biting, jerking, kicking,
				hitting, slapping, grabbing, shaking, pulling hair, pushing, shoving, throwing
				a child, or inflicting pain or humiliation as a punishment;
(d) Intimidation, gestures, or verbal abuse
				including sarcasm, name calling, shaming, humiliation, teasing, derogatory
				remarks about a child or the child's family;
(e) Emotional abuse including victimizing,
				bullying, rejecting, terrorizing, extensive ignoring, or corrupting a
				child;
(f) Prevent a child from or
				punish a child for exercising religious rights; or
(g) Anyone to:
(i) Restrict a child's breathing;
(ii) Bind or restrict a child's movement
				unless permitted under WAC 110-300-0335;
(iii) Tape a child's nose, mouth, or other
				body part;
(iv) Deprive a child of
				sleep, food, clothing, shelter, physical activity, first aid, or regular or
				emergency medical or dental care;
(v) Force a child to ingest something as
				punishment such as hot sauce or soap;
(vi) Interfere with a child's ability to take
				care of his or her own hygiene and toileting needs;
(vii) Use toilet learning or training methods
				that punish, demean, or humiliate a child;
(viii) Withhold hygiene care, toileting care,
				or diaper changing from any child unable to provide such care for himself or
				herself;
(ix) Expose a child to
				extreme temperatures as punishment;
(x) Demand excessive physical exercise or
				strenuous postures. Excessive physical exercise includes, but is not limited
				to, running laps around the yard until overly tired, an extensive number of
				push-ups, having a child rest more than the child's development requires,
				standing on one foot for an uncomfortable amount of time, or holding out one's
				arms until tired or painful;
(xi)
				Place the separated child in a closet, bathroom, locked room, outside, or in an
				unlicensed space; and
(xii) Use
				high chairs, car seats, or other confining space or equipment to punish a child
				or restrict movement.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › EMOTIONAL SUPPORT AND CLASSROOM ORGANIZATION › Section 110-300-0335 - Physical restraint

Current through Register Vol. 24-14, July 15, 2024
(1) An
				early learning provider must have written physical restraint protocols pursuant
				to WAC
				110-300-0490,
				and implement such protocols only when appropriate and after complying with all
				requirements of WAC
				110-300-0330
				and
				110-300-0331.
(2) 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.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › EMOTIONAL SUPPORT AND CLASSROOM ORGANIZATION › Section 110-300-0340 - Expulsion

Current through Register Vol. 24-14, July 15, 2024
(1) To promote
				consistent care and maximize opportunities for child development and learning,
				an early learning provider must develop and follow expulsion policies and
				practices, pursuant to WAC 110-300-0486.
(2) An early learning provider may expel a
				child only if:
(a) The child exhibits
				behavior that presents a serious safety concern for that child or others;
				and
(b) The program is not able to
				reduce or eliminate the safety concern through reasonable
				modifications.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › PROGRAM STRUCTURE AND ORGANIZATION › Section 110-300-0345 - Supervising children

Current through Register Vol. 24-14, July 15, 2024
(1) An early
				learning provider must only allow the following persons to have unsupervised
				access to a child in care:
(a) That child's
				own parent or guardian;
(b)
				Licensees or early learning program staff authorized by the department in
				chapter 110-06 WAC;
(c) A
				government representative including an emergency responder who has specific and
				verifiable authority for access, supported by documentation; and
(d) A person authorized in writing or over
				the phone by that child's parent such as a family member, family friend, or the
				child's therapist or health care provider.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › PROGRAM STRUCTURE AND ORGANIZATION › Section 110-300-0350 - Supervising children during water activities

Current through Register Vol. 24-14, July 15, 2024
(1) During water activities, an early
				learning provider must meet all supervision requirements of this section and
				WAC 110-300-0345.
(2) During water
				activities, an early learning provider must:
(a) Ensure a one-to-one (1:1) staff-to-child
				ratio for infants;
(b) Hold or have
				continuous touch of infants, nonambulatory toddlers, and children with special
				needs as required; and
(c) Keep
				toddlers within arm's length.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › PROGRAM STRUCTURE AND ORGANIZATION › Section 110-300-0354 - Indoor early learning program space capacity

Current through Register Vol. 24-14, July 15, 2024
(1) To define capacity, licensed indoor early
				learning program space must have a minimum of thirty-five square feet per child
				in attendance and further comply with the requirements of this chapter.
(a) Center early learning program space must
				provide fifteen additional square feet for each infant or toddler using a crib
				or playpen if the crib or playpen is located or placed in the sleeping or play
				area.
(b) Floor space under tables,
				desks, chairs, and other equipment used as part of children's activities must
				be included in the overall capacity.
(c) Office or kitchen space that is
				inaccessible to children and not intended for their use must not be included in
				the overall capacity.
(d) Napping
				areas may be used as early learning program space if mats and cots are removed
				when not in use and children have free access to the area.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › PROGRAM STRUCTURE AND ORGANIZATION › Section 110-300-0355 - Family home capacity, ratio, and group size

Current through Register Vol. 24-14, July 15, 2024
(1) The department issues initial or
				nonexpiring family home licenses for up to 12 children. The department will not
				issue a family license to care for more children than permitted by the rules in
				this chapter but may issue a license to care for fewer than the maximum
				allowable enrolled children. Family home licenses state:
(a) The maximum number of children that may
				be in care at any one time (total capacity); and
(b) The age range of children allowed in
				care.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › PROGRAM STRUCTURE AND ORGANIZATION › Section 110-300-0356 - Center capacity, ratio, and group size

Current through Register Vol. 24-14, July 15, 2024
(1) The department issues initial or
				nonexpiring center early learning provider licenses. The department will not
				issue a center license to care for more children than permitted by the rules in
				this chapter. The department may issue a license to care for fewer than the
				maximum allowable enrolled children. For each center, licenses state:
(a) The maximum number of children that may
				be in care at any one time (total capacity);
(b) The licensed capacity for each space
				within the center licensed for use by children; and
(c) The age range of children allowed in
				care.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › PROGRAM STRUCTURE AND ORGANIZATION › Section 110-300-0357 - Center mixed age group capacity, ratio, and group size

Current through Register Vol. 24-14, July 15, 2024
(1) A center early
				learning program must do the following to mix age groups of children in care
				(in addition to any specific requirements of this section):
(a) Meet the square footage and
				staff-to-child ratio requirements for the youngest child present in the
				group;
(b) Meet the health, safety,
				and developmental needs for all ages of children in the mixed group;
				and
(c) Inform the department of
				the center's mixed age group policy.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › PROGRAM STRUCTURE AND ORGANIZATION › Section 110-300-0360 - Program and daily schedule

Current through Register Vol. 24-14, July 15, 2024
(1) An
				early learning provider must have an established program and daily schedule
				that is familiar to children.
(2) A
				schedule must be designed to meet enrolled children's developmental, cultural,
				and special needs. The daily schedule must:
(a) Be specific for each age group of
				children, when applicable;
(b)
				Offer a variety of activities to meet children's needs, pursuant to WAC
				110-300-0150;
(c) Meet the following daily morning or
				afternoon active outdoor play time requirements:
(i) Twenty minutes for each three hours of
				programming for infants (as tolerated) and toddlers;
(ii) Thirty minutes for each three hours of
				programming for children preschool age and older;
(iii) Programs that operate more than six
				hours a day must provide:
(A) Ninety minutes
				of active play for preschool age and older; and
(B) Sixty minutes of active play for infants
				and toddlers; and
(iv)
				Thirty minutes of the active play required by (c)(iii) of this subsection may
				be moderate to vigorous indoor activities;
(d) Include scheduled and consistent times
				for meal service;
(e) Include
				routine transportation times, if applicable;
(f) Include rest periods, if applicable;
				and
(g) Include evening and
				overnight care, if applicable.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › PROGRAM STRUCTURE AND ORGANIZATION › Section 110-300-0400 - Application materials

Current through Register Vol. 24-14, July 15, 2024
(1)
				After completing a department orientation an applicant must submit a complete
				license application packet, pursuant to chapter 43.216 RCW. This requirement
				also applies to a change of ownership. A complete license application packet
				includes:
(a) Professional and background
				information about the applicant:
(i) A
				completed department application form for the type of license being applied for
				(center or family home);
(ii) A
				copy of the applicant's orientation certificate (orientation must be taken
				within twelve months of license application);
(iii) A Washington state business license or
				a tribal, county, or city business or occupation license, if
				applicable;
(iv) Liability
				insurance, if applicable;
(v)
				Certificate of incorporation, partnership agreement, or similar business
				organization document, if applicable;
(vi) The license fee;
(vii) A copy of current government issued
				photo identification;
(viii) A copy
				of Social Security card or sworn declaration stating that the applicant does
				not have one;
(ix) Employer
				identification number (EIN) if applicant plans to hire staff; and
(x) Employment and education verification.
				For example, diploma, transcripts, or a sworn declaration stating that the
				applicant cannot verify education requirements.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › PROGRAM ADMINISTRATION AND OVERSIGHT LICENSING PROCESS › Section 110-300-0401 - License fees

Current through Register Vol. 24-14, July 15, 2024
(1) The rules
				establishing licensing fees within this chapter are adopted pursuant to
				RCW
				  43.216.300.
(2) The license fee is nonrefundable and is
				due:
(a) With the early learning applicant's
				initial license application packet; and
(b) Annually thereafter, thirty calendar days
				prior to the anniversary date of the license.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › PROGRAM ADMINISTRATION AND OVERSIGHT LICENSING PROCESS › Section 110-300-0402 - Changing early learning program space or location

Current through Register Vol. 24-14, July 15, 2024
(1) An early learning provider must notify
				the department prior to making a change to early learning program space that
				may impact the health, safety, or welfare of enrolled children. Such changes
				include, but are not limited to:
(a) Moving
				early learning programs to a different residence, building, or facility (even
				if the new location is on the same premises);
(b) An early learning program altering a
				planned use of space including, but not limited to, the ages of children served
				in a room or previously unlicensed areas;
(c) Modifying facilities in a way that
				requires a permit under the Washington state building code or by a local
				jurisdiction, such as remodeling or renovating early learning program space;
				and
(d) Changing outdoor play
				areas, such as adding or altering the type of surface or altering stationary
				climbing or play equipment.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › PROGRAM ADMINISTRATION AND OVERSIGHT LICENSING PROCESS › Section 110-300-0410 - License and program location

Current through Register Vol. 24-14, July 15, 2024
(1) An
				applicant for a license under this chapter must be at least eighteen years
				old.
(2) A licensee refers to the
				individual or organization:
(a) Whose name
				appears on a license issued by the department;
(b) Responsible for complying with the
				standards in this chapter, chapter 43.216 RCW, chapter 110-06 WAC, and other
				applicable laws and rules;
(c)
				Responsible for training early learning program staff on the foundational
				quality standards in this chapter; and
(d) Who resides on the early learning program
				premises (family home child care only), pursuant to
				RCW
				  43.216.010.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › PROGRAM ADMINISTRATION AND OVERSIGHT LICENSING PROCESS › Section 110-300-0415 - Zoning, codes, and ordinances

Current through Register Vol. 24-14, July 15, 2024
(1) The department adopts and incorporates by
				reference the Washington state building code (chapter 19.27 RCW), as now and
				hereafter amended.
(2) Early
				learning program space must comply with the Washington state building code or
				local building code as enacted at the time of licensure. Facility modifications
				must comply with WAC 110-300-0402.
(3) Prior to licensing, an applicant must
				contact state, city, and local agencies that regulate the early learning
				program. An early learning provider must obtain regulations and comply with the
				direction given by such agencies. These agencies may include, but are not
				limited to, the Washington state department of labor and industries, the
				Washington state fire marshal, the Washington state department of health, and
				local health jurisdictions.
(4)
				Prior to licensing, a center early learning applicant must:
(a) Have a certificate of occupancy issued by
				the local building, planning, or zoning department, or a local equivalent if
				locality does not have the certificate of occupancy; and
(b) Be inspected and approved by the state
				fire marshal.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › PROGRAM ADMINISTRATION AND OVERSIGHT LICENSING PROCESS › Section 110-300-0420 - Prohibited substances

Current through Register Vol. 24-14, July 15, 2024
(1)
				Chapter 70.160 RCW prohibits smoking in public places and places of
				employment.
(2) Pursuant to
				RCW
				  70.160.050, an early learning provider must:
(a) Prohibit smoking, vaping, or similar
				activities in licensed indoor space, even during nonbusiness hours;
(b) Prohibit smoking, vaping, or similar
				activities in licensed outdoor space unless:
(i) Smoking, vaping or similar activities
				occurs during nonbusiness hours; or
(ii) In an area for smoking or vaping tobacco
				products that is not a "public place" or "place of employment," as defined in
				RCW
				  70.160.020.
(c) Prohibit smoking, vaping, or similar
				activities in motor vehicles used to transport enrolled children;
(d) Prohibit smoking, vaping, or similar
				activities by any provider who is supervising children, including during field
				trips;
(e) Prohibit smoking,
				vaping, or similar activities within twenty-five feet from entrances, exits,
				operable windows, and vents, pursuant to
				RCW
				  70.160.075; and
(f) Post "no smoking or vaping" signs. Signs
				must be clearly visible and located at each building entrance used as part of
				the early learning program.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › PROGRAM ADMINISTRATION AND OVERSIGHT LICENSING PROCESS › Section 110-300-0425 - Initial, nonexpiring, dual licenses, and license modification

Current through Register Vol. 24-14, July 15, 2024
(1) The department
				may issue an initial license when an early learning program applicant
				demonstrates compliance with health and safety requirements of this chapter but
				may not be in full compliance with all requirements, pursuant to
				RCW
				  43.216.315.
(a) An initial license is valid for six
				months from the date issued.
(b) At
				the department's discretion, an initial license may be extended for up to three
				additional six-month periods, not to exceed a total of two years.
(c) The department must evaluate the early
				learning provider's ability to follow requirements contained in this chapter
				during the initial license period.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › PROGRAM ADMINISTRATION AND OVERSIGHT LICENSING PROCESS › Section 110-300-0435 - Waiver from department rules - WAC

Current through Register Vol. 24-14, July 15, 2024
(1) The department cannot waive a requirement
				of state law (RCW) or federal law.
(2) Pursuant to
				RCW
				  43.216.065, the department may approve a
				waiver from a rule in this chapter if it does not jeopardize the health,
				safety, or welfare of the children in care.
(3) An early learning provider's request for
				a waiver from a rule in this chapter must be:
(a) Submitted in writing on the department's
				form to the local licensing office;
(b) Approved in writing by the department
				director or the director's designee prior to the early learning provider
				implementing the waiver from the rule; and
(c) For a specific program need or
				child.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › PROGRAM ADMINISTRATION AND OVERSIGHT LICENSING PROCESS › Section 110-300-0436 - Variance from department rules - WAC

Current through Register Vol. 24-14, July 15, 2024
(1) The department cannot provide variance
				from a requirement in state (RCW) or federal law.
(2) Upon written request of an applicant,
				licensee, center director, assistant director, or program supervisor, the
				department may grant a variance from a rule in this chapter if the proposed
				program alternative does not jeopardize the health, safety, or welfare of the
				children in care.
(3) A request for
				variance from a rule in this chapter must be:
(a) Submitted in writing on the department's
				form to the local licensing office;
(b) Approved in writing by the department
				director or the director's designee prior to the early learning provider
				implementing the variance from the rule; and
(c) For a specific program approach or
				methodology.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › PROGRAM ADMINISTRATION AND OVERSIGHT LICENSING PROCESS › Section 110-300-0440 - Facility licensing compliance agreements, nonreferral status, probationary license, and provider rights

Current through Register Vol. 24-14, July 15, 2024
(1) At
				the department's discretion, when an early learning provider is in violation of
				this chapter or chapter 43.216 RCW, a facility licensing compliance agreement
				(FLCA) may be issued in lieu of the department taking enforcement action. The
				FLCA must contain:
(a) A description of the
				violation and the law or rule that was violated;
(b) A proposed plan from the provider or a
				designee to comply with the law or rule;
(c) The date the violation must be corrected,
				determined by:
(i) The seriousness of the
				violation;
(ii) The potential
				threat to the health, safety, and well-being of the children in care;
				and
(iii) The number of times the
				early learning program has violated rules in this chapter or under chapter
				43.216 RCW.
(d)
				Information regarding other licensing action that may be imposed if compliance
				does not occur by the required date;
(e) The signature of the department licensor
				and the licensee.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › PROGRAM ADMINISTRATION AND OVERSIGHT LICENSING PROCESS › Section 110-300-0443 - Enforcement actions, notice, and appeal

Current through Register Vol. 24-14, July 15, 2024
(1) Pursuant to
				RCW
				  43.216.325, the department is authorized to
				take enforcement actions when an early learning provider fails to comply with
				this chapter or chapter 43.216 RCW. Enforcement actions are taken pursuant to
				RCW
				  43.216.020,
				43.216.065,
				and
				43.216.250.
				Enforcement actions include civil monetary penalties (fines) and the denial,
				suspension, revocation, modification, or nonrenewal of a license.
(2) An early learning provider subject to an
				enforcement action has the right to appeal by requesting an adjudicative
				proceeding (or "hearing") pursuant to chapter 110-03 WAC, DCYF hearing
				rules.
(3) The department must
				issue a notice of violation to an early learning provider when taking
				enforcement actions. A notice of violation must be sent by certified mail or
				personally served and must include:
(a) The
				reason why the department is taking the action;
(b) The rules the provider failed to comply
				with;
(c) The provider's right to
				appeal enforcement actions; and
(d)
				How the provider may appeal and request a hearing.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › RECORDS, POLICIES, REPORTING AND POSTING › Section 110-300-0455 - Attendance records

Current through Register Vol. 24-14, July 15, 2024
(1) An early
				learning provider may keep a child in care up to a maximum of ten hours each
				day. If needed, the maximum time may be extended based upon the parent or
				guardian's work, an agreed upon alternate schedule, or travel to and from the
				early learning program.
(2) An
				early learning provider must keep daily child attendance records, either in
				paper or electronic format, for each child (including the children of staff in
				the program). These records must be easily accessible and kept on-site or in
				the program's administrative office for department review. These records must
				clearly document:
(a) The name of the
				child;
(b) The date of
				care;
(c) Child arrival and
				departure times from the early learning program;
(d) Signature or electronic signature of
				parent, guardian or other authorized person at the time of arrival and
				departure; and
(e) A staff
				signature when a child leaves the early learning program to attend school or
				participate in off-site activities not offered by the early learning
				program.
Washington Administrative Code › Title 110 - Children, Youth, and Families, Department of › Chapter 110-300 - Foundational quality standards for early learning programs › RECORDS, POLICIES, REPORTING AND POSTING › Section 110-300-0460 - Child records

Current through Register Vol. 24-14, July 15, 2024
(1) An early
				learning provider must keep current individualized enrollment and health
				records for all enrolled children, including children of staff, updated
				annually or as often as enrolled children's health records are updated.
(a) A child's record must be kept in a
				confidential manner but in an area easily accessible to staff.
(b) A child's parent or guardian must be
				allowed access to all of their own child's records.