NOTE: Tier 1 Supports are universal strategies and practices provided to all children within an early learning environment to promote positive behavior, social-emotional development, and academic readiness. These supports include nurturing relationships, consistent routines, clear expectations, inclusive teaching practices, and proactive classroom management. Tier 1 is the foundation of a multi-tiered system of support (MTSS) and is designed to meet the needs of the majority of children without requiring individualized intervention.

NOTE: Communication Documentation – Director Responsibilities: Directors must record the following details for each parent/caregiver communication:

• Date and time of the conversation

• Names and roles of all parties involved

• Key information shared with the parent or caregiver

• Parent/caregiver response or feedback

• All documentation should be stored securely and maintained in a confidential file in accordance with program policies.

NOTE: A 3-week period was selected to allow sufficient time to observe whether there are meaningful changes in the child’s behavior

NOTE: An action plan template should be used to ensure consistency and to document communication, keeping all stakeholders informed throughout the process.

NOTE: Significant Behavioral Incidents are repeated or intense behaviors that disrupt the learning environment, pose a safety risk to the child or others, or prevent the child from participating meaningfully in the program. These may include physical aggression, frequent outbursts, destruction of property, or behaviors that interfere with routines despite classroom-level interventions.

If the plan isn’t followed or if challenges continue, the program may need to explore temporary adjustments—such as a reduction in hours or transition to another setting—to ensure the best outcomes for both the child and the classroom community.

The director will support families throughout this process, encouraging connections to appropriate specialists like ELWYN, CBH, or the child’s pediatrician, and can assist with referrals and accessing needed services.

The child’s action plan will be reassessed in partnership with the family, incorporating recommendations from specialists as appropriate.

Provider and/or parent will contact Rapid Response for additional support.

A follow-up meeting will be scheduled to review progress and adjust strategies together to support the child best moving forward.

NOTE: Suspension refers to the temporary reduction of services or conditional attendance for a child due to behavioral or developmental concerns. This may include shortened hours, specific days of attendance, or being asked to stay home until certain conditions are met, rather than full removal from the program.

A formal meeting is scheduled with the family to review concerns, explore remaining options, and explain the suspension/expulsion process.

Engage OCDEL and/or Other Oversight Agencies:

• The provider must notify OCDEL (Office of Child Development and Early Learning)/ELRC, or Rapid Response, before any suspension or expulsion occurs.

• OCDEL guidance is followed to ensure all supportive and inclusive practices have been exhausted.

Provide the Family With:

• A written summary of all interventions and supports attempted.

• A list of community resources and referrals (e.g., ELWYN, CBH, pediatrician, Rapid Response).

• A warm handover to another program, if applicable, including communication and transition planning support.

• A clear reintegration plan, if suspension is temporary.