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How does the 30 days trial work if an SSP is in place? Logistically speaking this is not enough time to conduct the TBIP process, meet with families, work with staff to ensure they can implement to fidelity, and collect enough data to show if intervention is working.

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Will there be a section on the disenrollment form to indicate if a child is on an Attendance Success Plan? Currently, it only asks about SSP and behavioral concerns

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If disenrollment can occur within the first 30 days, yet it typically takes 6–8 weeks to implement interventions and gather reliable data—and considering that neurotypical students usually adapt within that timeframe—how are we allowing space for progress and growth in neurodivergent students?

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If DSLs notice a pattern of high disenrollment in certain classrooms or campuses, what steps will be taken to address the issue?

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Given that it takes 6–8 weeks of consistent data collection and fidelity in implementing interventions, how will this process be applied in cases where teachers may struggle with supporting students, and the root issue is often classroom management?

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If the 30 day period is initiated and an SSP is not in place, would the TBIP process, SSP creation, and family alignment all be expected to happen within that 30 days? There is not enough time to do all these processes in 30 days, considering that some SST members are only on sites 1-2 times per week.

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Clarifying difference between child/family support processes and disenrollment processes

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Clarifying difference between child/family support processes and disenrollment processes

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Under the "Required Actions" (pg 3) subsection, it states, "Before disenrollment is considered, the HOS must take clear and consistent action that ensure we are appropriately serving the child and family. This includes promptly notifying the family both verbally and in writing (requirement) of any concern and, if applicable, establishing a period during which interventions are implemented and evaluated."

Since this does not make explicit mention of working with SST to implement SSPs or Attendance Plans etc., nor does it mention the need for documented implementation with fidelity, upon initial read it could be understood that "clear and consistent action" may be determined by each HOS's individual discretion. Even though this is included in the checklist and should insufficient data result in the Senior Director of School Operations/legal/DSL declining this disenrollment request, it may be helpful to make this more clear in the body of the disenrollment policy; e.g. including a line around referring to a policy/SOP around individual supports.

The additional line under the subsection "Provide and Document Interventions and Support Strategies" (pg 4) it states. "HOS must implement and document suitable interventions in whatever format they choose... If teams need support developing strategies, they should reach out to their Inclusion Specialist or Social Work Specialist." This also is phrased ambiguously and may be helpful to link to a child/family supports policy/SOP or have clarification around scenarios in which collaboration with SST is optional.

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Will there be any information provided to families on what SST does and can support with? Often we are thrown into the mix when challenges are already occurring. If there was a way for families to know ahead of time what supports can be provided, we may have better success in family partnerships prior to disenrollment procedures starting, and families may feel more empowered versus feeling hopeless that the school does not want to support their child.

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Why is there no language around the consideration of whether the BA classroom is the least restrictive environment for the child as part of the determination of what constitute "concerns"? The current focus of the document does not center the priorities for the child. There are times when it is the case that a child would be better served in an environment with more targeted and specialized supports. In these cases since these needs should be identified during the registration and 30 day trial period, linking to the SST enrollment and registration SOP may be helpful.

I am also curious why the paragraph in previous versions of the disenrollment policy summarizing potential impacts on children and families was taken out: "Practice involving suspension and expulsion have been shown to influence a number of adverse outcomes across child development, health, and education. In an effort to mitigate adverse outcomes, we will make reasonable attempts to support children and families. However, there are some circumstances that could lead to disenrollment from the school."

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I'd like more details on what interventions can be included on the Attendance Success Plan. What types of supports can we offer to families? For example, if transportation is the only barrier, what is BA offering as an intervention to that family?

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Will BA be analyzing and scrutinizing our own disenrollment data? For example, studies show that boys and children of color are disproportionately suspended or expelled from preschool. With our focus on belonging and becoming, I would hope BA takes these systemic inequities into consideration and monitors our own data to address any potential disproportionalities.

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If a child is requiring additional behavior support (e.g., RBT), how does that affect this policy?

Example: A child with no diagnosis or evaluation needs 1:1 behavior support for safety. Is there a timeline for the family to retain the services? If they can't access those services is the child disenrolled?

To this point, I think we need the guidance around the 1:1 and additional behavior support asap to address these questions during the intake process

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Will there be any changes to the enrollment procedures?

For example, we notice during an intake that a 4 yo is not speaking or exhibits some type of unsafe behavior. In cases where the child does have some type of diagnosis AND cases where the child does not, what is the guidance on proceeding with the "onboarding" and communication around this 30 day trial?

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Professional Development for Teachers and Admin

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Professional Development for Teachers and Admin

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I believe this type of policy would benefit from some additional PD for school staff around the importance of working toward an end goal of keeping students whenever possible with disenrollment being a last resort. For instance, sharing research and on long term effects of expulsion. How can we as SST support this in conjunction with BA PD as a whole?

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The standard operating procedure classifies the involvement of the SST as optional in serious decisions like disenrollment, which I believe undermines early intervention and inclusive support.

How are we tracking the implementation of SST recommendations before a disenrollment is considered? Additionally, How can we ensure the SST plays a more proactive role in preventing disenrollment, rather than being seen as an optional or reactive resource?

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Will there be more information shared to school teams on what developmentally appropriate behaviors are? It is developmentally appropriate for young children to engage in tantrums, throwing, and even aggression at an average of around once per day. A lot of the staff get really concerned if these behaviors occur and their lack of education could lead to more children being put on 30 day trials, etc.

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With a 30-day timeline, will there be a closer look into SST caseload/site sizes?

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I have heard teachers, MMT's and HOS's state "This child should not be here"...I worry that this policy will speak to my fear that children will be pushed out or declined this amazing opportunity to access ECE due to lack of leadership/training from HOS/DSL's.

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What does this refer to? There has been some talk of 45 and 60 day timelines in regards to pauses of service and trials. Is this a proposed extension of the 30 day trial?