PARENT HANDBOOK

Early Intervention/Early Childhood Special Education Programs Revised July 2016

2611 Pringle Road SE

36 Salem, OR 97302

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External trauma causing a change in the brain which alters the ability of an TBI Traumatic Brain Injury individual to function as before the injury. Developmental disability and central nervous system impairment characterized by speech or language ASD Autism Spectrum Disorder delays, discrepancies in developmental rates and sequences, unusual TABLE OF CONTENTS responses to sensory stimuli and a lack of social interest in other people. Contact Information…………………….…………… Page 1 Hearing loss ranges from mild to HI Hearing Impairment profound deafness. Early Childhood Services………………………….. Page 2 Vision impairment impacts a child’s VI Visual Impairment EI Services for Children Birth to Two………………… Page 3-4 functional vision. Federal requirement that a student with ECSE Services for Children Three to Five…………….. Page 5 a disability must be educated in the LRE Least Restrictive Environment most least restrictive environment to Individualized Family Service Plan (IFSP)……….…… Page 6 meet their special education needs. Regional program, in collaboration with Making Decisions………………………..…….…… Page 7 local school districts, Early Intervention, Early Childhood Special Education Extended Year Services………………………....….. Page 8 (EI/ECSE) programs, provide Regional Regional Program specialized educational support for Transition Services to Kinder………………………....….. Page 9 children with hearing impairments, vision impairments, autism spectrum Participation in Programs…………….....………….. Page 10-11 disorders, severe orthopedic impairments, and hearing impairments. Collaborative Problem Solving & PBIS…………… Page 12 Mandated by Oregon Administrative Specialized Preschools & Speech Groups…….…...... Page 13-14 Rules to advise the EI/ECSE program. The council provides an opportunity for parents and staff from education, health Preschool Attire………………………..…………… Page 15 and social services agencies serving young children and families to discuss Preschool Supplies and Snacks Donations…………… Page 16 Local Interagency Coordinating issues of mutual interest and areas for LICC Council cooperation and collaboration. The Health Guidelines/Immunizations………………… Page 17-18 overall purpose of the LICC is to enhance the quality of services to General Transportation Guidelines……………….. Page 19-20 children birth to five that qualify for early intervention/early childhood special Weather and School Closure……………………… Page 21-22 education services and their families. Parent participation is highly valued. Parent Participation on LICCs…………………….. Page 23 CDRC provides interdisciplinary clinical Child Development and Rehabilitation Tax Exemption………………………....…………… Page 24 services for persons with CDRC/OHSU Center, Oregon Health Sciences developmental disabilities and other University special health care needs. Community Resources………………………....….. Page 25-26 Sets educational policies and standards Notification of Rights……………………………….. Page 27-31 ODE Oregon Department of Education for Oregon School Districts and Education Service Districts. Acronyms & Terminology……………………………….. Page 32-34

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OT evaluates the student’s ability to perform find motor tasks such as writing, cutting and dressing. Also OT Occupational Therapist provides assistance for adaptations or modifications that may be needed for a child. Any type of device or system that Aug Com Augmentative Communication assists the child to communicate with others Some children ages 3 to 5 are eligible for certain services designed to help them maintain skills they have learned during the regular service/school year. To qualify, the child must have severe EYS Extended Year Services problems remembering what was recently taught (regression) and demonstrate a substantial delay in re- learning the forgotten skill (recoupment). Tool used to measure functional skills (those that have immediate usefulness for the child or clearly lead to more CBA Curriculum Based Assessment advanced skills). Direct means of identifying a child’s entry point within an educational program and for refining and readjusting instruction. Assessment/Evaluation Programming CBA that is used state wide in EI\ECSE AEPS System for Infants and Children Programs.

Significant delay in one or more developmental domain such as DD Developmental Delay communication, physical, social or emotional, adaptive (self-help) and/or cognitive. Motor impairment that results in deficits in the quality, speed, accuracy of OI Orthopedically Impaired movement in fine motor, gross motor and/or self-help skills. Refers to problems with CD Communication Disorder communication. May be related to another disability. Students who have chronic or acute health problems that impacts their OHI Other Health Impaired developmental/educational performance. When a student is demonstrating ED Emotionally Disturbed emotional problems that consistently and persistently impacts their learning.

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Acronyms & Terminology CONTACT INFORMATION Acronym Term Definition Early Intervention/Early Childhood Special Education (EI/ECSE) Marion, Polk and Yamhill Counties Provides regional educational services WESD Willamette Education Service District to local school districts (Polk, Yamhill, Marion) Marion Center ECC Center Yamhill Center 2611 Pringle RD SE 2600 Pringle RD SE 2045 SW HWY 18 Ste 100 Specialized intervention for children Salem, OR 97302 Salem, OR 97302 McMinnville, OR 97128 EI Early Intervention birth - age 2 who meet eligibility requirements (503)385-4675 (503)385-4675 (503)435-5900 Fax: (503)540-4473 Fax: (503)363.0061 Fax: (503)435-5920 Specialized instruction and services for ECSE Early Childhood Special Education students ages 3 - 5 who meet eligibility requirements Marion County: Tonya Coker, Program Coordinator, EI/ECSE Services & Evaluations Specialized instruction and services for SPED Special Education students who meet eligibility (503)385-4586 or 1-888-560-4666 ext. 4586 [email protected] requirements Jackie Bauman, Lead Therapeutic Intervention Coach, ECSE Services Ensures all children with disabilities (503)385-4837 or 1-888-560-4666 ext. 4837 [email protected] have available free appropriate public education that emphasizes special Individuals with Disabilities Education IDEA education and related services to meet Christina Angeles, Senior Clerical Specialist (Marion Center) Act (IDEA 2004) their unique needs and prepare them (503)385-4593 [email protected] for further education, employment and independent living Elsa Flores, Senior Clerical Specialist (ECC Center) (503)385-4675 [email protected] Working document that outlines the IFSP Individual Family Service Plan goals and services for a child EI-ECSE Referral\Evaluations EI/ECSE Specialist provides direct (503)385-4714 o 1-888-560-4666 ext. 4714 Fax: (503)540-2959 EI/ECSE Early Intervention/Early Childhood instruction and/or consultation to Specialist Special Education Specialist address the needs of children with disabilities in a variety of settings. SLP evaluates students with speech Polk and Yamhill Counties: and/or language difficulties and may Cynthia Barthuly, Program Coordinator, EI/ECSE Services SLP Speech/Language Pathologist provide direct instruction or consultation (503)435-5941 or (503)385-4512 or 1-888-560-4666 ext. 5941 or 4512 to improve the child’s ability to [email protected] communicate Certified Speech/Language C-SLP Assistants implement programs Diane Gragg, Senior Clerical Specialist (Yamhill Center) C-SLPA Pathologist Assistant developed by an SLP (503)435-5940, [email protected]

PT focuses on gross motor skills such EI-ECSE Referral\Evaluations as walking, running, walking and PT Physical Therapist climbing stairs, and will advise staff (503)435-5918 o 1-888-560-4666 ext.5918 Fax: (503)540-2958 regarding adaptive equipment and accessible environments.

Willamette ESD 2611 Pringle Road SE, Salem, OR. 97302 (503)588-5330 • www.wesd.org

32 1 WILLAMETTE SPECIAL PROGRAMS EARLY CHILDHOOD SERVICES to provide a service instead of using its own employees or officials (such as an attorney, auditor, medical consultant, or therapist); or a parent or The Early Intervention/Early Childhood Special Education (EI/ECSE) student serving on an official committee, such as a disciplinary or Program serves children from birth to entry into public kindergarten. grievance committee, or assisting another school official in performing his or her tasks. For Early Intervention Services, children from birth to age 3 may qualify for services in a few different ways. Through standardized testing by 4) The right to file a complaint with the US Department of Education demonstrating a developmental delay in one or more of the following concerning alleged failures by the WESD to comply with the developmental areas: cognitive, physical, communication, self-help, and requirements of FERPA. The name and address of the Office that social/emotional. They may be eligible for services on the basis of a administers FERPA is: medical diagnosis of a condition likely to result in a developmental delay or they may be eligible under a category such as Autism Spectrum Disorder, Vision Impairment, Hearing Impairment, Severe Orthopedic Family Policy Compliance Office Impairment, or Traumatic Brain Injury. U.S. Department of Education 400 Maryland Avenue, SW For Early Childhood Special Education Services, children 3 to 5 years Washington, DC 20202-8520 old may qualify in two different ways. The first is through standardized testing by demonstrating a developmental delay in two or more developmental areas. The second is to qualify for special education eligibility under one of the following categories: Autism Spectrum Disorder, Communication Disorder, Vision Impairment, Hearing Impairment, Orthopedic Impairment, Other Health Impairment, Emotional Disturbance, Intellectual Disability or Deaf/Blind.

Evaluations to determine eligibility for EI/ECSE is a resolution service Criteria for evaluations are defined in OAR 581-015-2775 through 581- 015-2780 and 581-015-2790 through 581-015-2795.

EI/ECSE services are free to qualified children and their families. These services are provided by Willamette ESD and funded through Oregon Department of Education (ODE) grant-in-aid funding.

2 31 1 These laws are: Section 9528 of the ESEA (20 U.S.C. 7908), as EARLY INTERVENTION SERVICES FOR CHILDREN BIRTH TO TWO amended by the No Child Left Behind Act of 2001 (P.L. 107-110), the education bill, and 10 U.S.C. 503, as amended by section 544, the Services for children who qualify for the EI (birth to age 3) program are National Defense Authorization Act for Fiscal Year 2002 (P.L. 107-107), usually provided in the child’s natural environment (e.g. home, childcare) the legislation that provides funding for the Nation’s armed forces. and are family-focused.

NOTIFICATION OF RIGHTS UNDER FERPA FOR ELEMENTARY AND In most situations, there will be a lead specialist who will work with the SECONDARY SCHOOLS family the most. He or she is able to support all areas of the child’s development. Related service staff representing multiple areas of The Family Educational Rights and Privacy Act (FERPA) afford parents expertise may provide home visits to help with a specific developmental and students over 18 years of age ("eligible students") certain rights with concern in some cases as specified by the child’s Individual Family respect to the student's education records. These rights are: Service Plan (IFSP).

(1) The right to inspect and review the student's education records within In preparing for home visits please: 45 days of the day the School receives a request for access. - Let your specialist know if you have any pets and secure your Parents or eligible students should submit to the School principal or a pets during the visit. Willamette Education Service District (WESD) Custodian of Student - Identify a location for the specialist to work with you and your Records a written request that identifies the record(s) they wish to child inspect. The School official will make arrangements for access and notify - Let your specialist know who will be present in the home during the parent or eligible student of the time and place where the records each session other than the parent and child may be inspected. - A quiet technology free environment is important to your child’s success (2) The right to request the amendment of the student’s education records that the parent or eligible student believes is inaccurate, Home Visits misleading, or otherwise in violation of the student’s privacy rights under Specialists, therapists and intervention assistants focus on increasing a FERPA. Parents or eligible students who wish to ask the School to child’s skill development in areas identified by the team and on coaching amend a record should write the School principal or a WESD Custodian parents in specific techniques or strategies to further a child’s skills or of Student Records clearly identify the part of the record they want increase participation in family routines. The most effective intervention changed, and specify why it should be changed. If the School decides is done within the context of your child’s daily routines because you are not to amend the record as requested by the parent or eligible student, teaching your child new skills in the everyday things you do. the School will notify the parent or eligible student of the decision and advise them of their right to a hearing regarding the request for Related Services amendment. Additional information regarding the hearing procedures will Related services such as physical therapy, occupational therapy, speech be provided to the parent or eligible student when notified of the right to a and language services focus on the gross motor, self-help, fine motor hearing. and communication needs of the child. For children with other special needs such as hearing, vision, and severely orthopedic impairments, (3) The right to consent to disclosures of personally identifiable autism spectrum disorder or traumatic brain injury, additional services information contained in the student's education records, except to the are provided by specialists trained in the respective area. extent that FERPA authorizes disclosure without con-sent. One exception, which permits disclosure without consent, is disclosure to Transition Services school officials with legitimate educational interests. A school official is a During the last six months of service in Early Intervention, families and person employed by the School as an administrator, supervisor, staff begin a process that helps prepare their child for an evaluation to instructor, or support staff member (including health or medical staff and determine eligibility for Early Childhood Special Education Services law enforcement unit personnel); a person serving on the School Board; (ECSE). This service is for children beginning at age 3. To prepare for a person or company with whom the School has contracted as its agent this change, the service team develops a transition plan as a part of the 30 3 IFSP. The plan will determine if additional evaluations are needed to FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA) determine eligibility for Early Childhood Special Education. After ECSE NOTICE FOR DIRECTORY INFORMATION eligibility is established, the service team will meet to review the IFSP (Individualized Family Service Plan) and make any changes needed to address the new information from the evaluation. The Family Educational Rights and Privacy Act (FERPA), a Federal law, requires that Willamette Education Service District with certain exceptions, obtain your written consent prior to the disclosure of personally identifiable information from your child’s education records. However, Willamette ESD may disclose appropriately designated “directory information” without written consent, unless you have advised the District to the contrary in accordance with District procedures. The primary purpose of directory information is to allow the Willamette ESD to include this type of information from your child’s education records in certain school publications.

Examples include: • A playbill, showing your student’s role in a drama production; • The annual yearbook; • Honor roll or other recognition lists; • Graduation programs; and • Sports activity sheets, such as for wrestling, showing weight and height of team members. Directory information, which is information that is generally not considered harmful or an invasion of privacy if released, can also be disclosed to outside organizations without a parent’s prior written consent. Outside organizations include, but are not limited to, companies that manufacture class rings or publish yearbooks. In addition, two federal laws require local educational agencies (LEAs) receiving assistance under the Elementary and Secondary Education Act of 1965 (ESEA) to provide military recruiters, upon request, with three directory information categories – names, addresses and telephone listings. A parent may advise the LEA that they do not want their student’s information disclosed without their prior written consent. If you do not want Willamette ESD to disclose directory information from your child’s education records without your prior written consent, you must notify the District in writing by October 15th of each year.

Willamette ESD has designated the following as directory information: -Student’s name -Student’s Address -Student’s Telephone listing -Student’s Photograph -Degrees and awards received -Date and place of birth -The most recent, previous or program attended -Dates of attendance -Grade level 4 29 WESD will directly notify parents of these policies at least annually at the EARLY CHILDHOOD SPECIAL EDUCATION SERVICES start of each school year and after any substantive changes. WESD will INFORMATION AGES 3 – 5 YEAR OLDS also directly notify, such as through U.S.

Mail or email, parents of students who are scheduled to participate in the Services for children, who qualify for ECSE (3 to Kindergarten age) are specific activities or surveys noted below and will provide an opportunity first provided where your child spends the majority of their time. In some for the parent to opt his or her child out of participation of the specific cases the IFSP team may determine that services need to be provided in activity or survey. WESD will make this notification to parents at the an alternate setting such as a community preschool or a specialized beginning of the school year if the District has identified the specific or setting. approximate dates of the activities or surveys at that time. For surveys and activities scheduled after the school year starts, parents will be Home provided reasonable notification of the planned activities and surveys If your child spends the majority of their day at home the IFSP team will listed below and be provided an opportunity to opt their child out of such first look at providing services to you and your child in your home. activities and surveys. Parents will also be provided an opportunity to Special education and related services are provided as identified on the review any pertinent surveys. Following is a list of the specific activities IFSP. and surveys covered under this requirement: •Collection, disclosure, or use of personal information for marketing, Community Preschools/Daycares sales or other distribution. Children may be served in public or private community preschool •Administration of any protected information survey not funded in whole settings where you have enrolled your child. Special education and or in part by ED. related services are offered in these sites by the Early Childhood Special •Any non-emergency, invasive physical examination or screening as Education program. described above. Parents who believe their rights have been violated may file a complaint Specialized Preschools with: Specialized Preschools serve eligible children between the ages of three Family Policy Compliance Office and five. Specialized Preschool classrooms are geographically located U.S. Department of Education in Marion, Polk, and Yamhill Counties. The curriculum is focused on 400 Maryland Avenue, SW children who have significant delays in communication, cognitive, Washington, D.C. 20202-8520 academic, fine and gross motor, and self-help skills. Related services are provided as indicated on the IFSP.

Speech/Language Groups Speech/Language groups offer a preschool like setting for children who are experiencing speech delays. Groups are taught by a speech/language therapists. Areas covered include speech sounds, language development, social communication skills and other areas of concerns as identified on the IFSP.

Related Services Related services such as behavioral consultation, physical therapy, occupational therapy, speech and language, and nursing services focus on the behavioral, gross motor, self-help, fine motor, communication, and special health care needs of the child. For children with other special needs (hearing, vision, orthopedic impairments, or autism), additional services are provided by specialists trained in the specific area.

28 5 INDIVIDUALIZED FAMILY SERVICE PLAN (IFSP) NOTIFICATION OF RIGHTS UNDER THE PROTECTION OF PUPIL RIGHTS AMENDMENT (PPRA) Each child has an Individualized Family Service Plan (IFSP) that is developed by the child’s service team. The service team consists of the PPRA affords parents certain rights regarding our conduct of surveys, family, the EI/ECSE Specialist and other therapists or specialists as collection and use of information for marketing purposes, and certain needed to address the child’s developmental needs. The community physical exams. These include the right to: preschool child care providers, CaCoon nurses, Healthy Start Workers, • Consent before students are required to submit to a survey that Head Start staff and any other community agency will be invited to be a concerns one or more of the following protected areas (“protected part of the team as appropriate. information survey”) if the survey is funded in whole or in part by a program of the U.S. Department of Education (ED)– The IFSP identifies the services that will be delivered to the family and to 1. Political affiliations or beliefs of the student or student’s parent; the child over a one-year period. The IFSP is reviewed annually with: a 2. Mental or psychological problems of the student or student’s family; six-month review for children birth to age three. Children age three to five 3. Sex behavior or attitudes; will have progress reported as outlined on the IFSP cover sheet. The 4. Illegal, anti-social, self-incriminating, or demeaning behavior; family or other team members can request a meeting to review and 5. Critical appraisals of others with whom respondents have close family revise the IFSP as frequently as needed to ensure that the child is relationships; making the expected progress in the identified areas of development 6. Legally recognized privileged relationships, such as with lawyers, doctors, or ministers; When the IFSP service team meets to develop the IFSP they will follow 7. Religious practices, affiliations, or beliefs of the student or parents; or these steps: 8. Income, other than as required by law to determine program eligibility.  Identifying areas of developmental delay by reviewing the •Receive notice and an opportunity to opt a student out of – child’s assessment data and gathering information from the 1. Any other protected information survey, regardless of funding; family/caregivers about the needs and priorities of the child. 2. Any non-emergency, invasive physical exam or screening required as  Developing goals and objectives in areas of delay. The goals a condition of attendance, administered by the school or its agent, and and objectives are written to describe specific skills that the child not necessary to protect the immediate health and safety of a student, will learn over the year and form the plan the specialists and except for hearing, vision, or scoliosis screenings, or any physical family will implement. Goals and objectives should be exam or screening permitted or required under State law; and measurable and include the specific criteria the team will use to 3. Activities involving collection, disclosure, or use of personal determine progress. information obtained from students for marketing or to sell or otherwise  Determining type(s) and amounts of services needed so the distribute the information to others. child will make progress on the identified goals/objectives. Levels •Inspect, upon request and before administration or use – of service vary based on child needs.  Determining the frequency for each service and identifying 1. Protected information surveys of students; who will provide the service. Typically the EI/ECSE Specialist 2. Instruments used to collect personal information from students for any provides the service to the child and family. At times, the team of the above marketing, sales, or other distribution purposes; and may include other specialists like an Occupational Therapist, a 3. Instructional material used as part of the educational curriculum. Physical Therapist, or an Autism Specialist or others as needed.  Determining where services will be provided. The IFSP These rights transfer to from the parents to a student who is 18 years old service team (which includes the parents) will decide the most or an emancipated minor under State law. appropriate placement for the child to receive the services to address the individual plan. Willamette Education Service District’s (WESD) policies in consultation with parents, regarding these rights, as well as arrangements to protect student privacy in the administration of protected information surveys and the collection, disclosure, or use of personal information for marketing, sales, or other distribution purposes. 6 27 Swindell’s Resource Center MAKING DECISIONS Providence Child Center th 830 NE 47 Ave, Data is collected and reviewed on a systematic and regular basis during Portland, OR 97213 the service year in order to determine if a child is making progress. The Phone: (503) 215-2429, (800) 833-8899, ext. 52429 IFSP service team may make adjustments to the service levels based on http://oregon.providence.org/patients/facilities/providence-child- the progress data. The IFSP service team may decide to: center/Pages/default.aspx  Increase the frequency of service. This usually happens when The Jean Baton Swindells Resource Center for Children and a child is not making progress in his/her current program; Families connects families, caregivers and friends of children with  Decrease the frequency of service. This usually happens when disabilities to resources, information and training specific to disabilities a parent, teacher or caregiver needs frequent support initially but and conditions. It provides information on educational, recreational, once they learn how to incorporate or teach needed skills in the therapies and other day-to-day issues. Families and caregivers visitor child’s regular routine they require less support or when a child’s contact Swindells Center seeking answers to many of the questions that progress demonstrates a decreased need for support or surface in their everyday lives. Swindells Center is a program of services; Providence Child Center.  Increase the duration of service. This may happen when a child is not demonstrating progress in his/her current program;  Decrease the duration of service. This may happen when a parent, teacher or caregiver needs less support or guidance in teaching the child, when the family learns how to use adaptive equipment, or when the child is learning quickly and needs less time practicing new skills with a specialist.

26 7 EXTENDED YEAR SERVICES RESOURCES

There is a significant difference between Extended Year Services in 211 Info Early Intervention and Early Childhood Special Education. While all Phone: 211 or 866-698-6155 children in Early Intervention receive a year round program with Email: [email protected] scheduled breaks, Early Childhood Special Education children receive http://www.211info.org services during a school year, just like children in public schools. 211 Info keeping people and communities healthy means more than However, some children in Early Childhood Special Education may be access to medical care. It means ensuring people have the basics, like eligible for services during the long break to help them maintain skills food, housing and economic opportunity. At the nonprofit 211info, they they have learned during the school year. This service is called Extended believe in the idea of Health for Your Whole Life. It’s thier commitment to Year Services (EYS). work toward an Oregon and Southwest Washington where everyone’s health and social services needs are met. Not all children receiving Early Childhood Special Education are eligible for Extended Year Services. The law tells us that the child must have a substantial delay remembering what was recently taught (regression) Creating Opportunities and demonstrate a substantial delay in re-learning the forgotten skill 124 SW Walnut Avenue (recoupment). Using these guidelines, the Individualized Family Service Dallas, OR 97338 Plan (IFSP) team determines whether or not a particular child is eligible Phone: (503) 559-3674 for Extended Year Services. www.creatingops.org Creating Opportunities encourages families to maintain a positive Extended Year Services do not mean that your child’s program will look outlook while acquiring knowledge and taking action to create and just like the regular school year program. The goal of Extended Year expand resources in their local community. They provide training on Services is to maintain skills, not to teach new skills. As a result, the various topics, family support and networking, and seasonal community range of services that your child might receive can range from providing events. materials and consultation so you can work with your child over breaks, to instructional programs provided directly by program specialists. F.A.C.T Family and Community Together The decision about what EYS will include depends on the instructional Oregon’s New Parent Training and Information Center level that is necessary for the child to maintain the progress on goals and 13455 SE 97th Ave objectives just prior to the break. Clackamas, OR 97015 Phone: (888) 988-3228 Specialists assigned to provide EYS might not necessarily be the same Email: [email protected] ones who were with your child throughout the service year. If you have http://factoregon.org specific questions about extended school year, feel free to talk with your Family and Community Together (FACT) is a family leadership child’s ECSE Service Coordinator. organization for individuals and their families experiencing disability, working collaboratively to facilitate positive change in policies, systems, and attitudes through family support, training, advocacy, and partnerships. We offer peer-delivered family support and are dedicated to having our programming be by families for families. We promote connecting with other families: at trainings, events, support groups, listservs, blogs, etc.

8 25 TAX EXEMPTION TRANSITION SERVICES TO KINDERGARTEN

Your family may be eligible for an additional tax During the last year of services in Early Childhood Special Education, exemption. The Oregon Tax Code provides for families participate in a process that helps prepare their child for an additional tax exemption for children with transition into their resident school district kindergarten or other disabilities in Oregon. The procedure for appropriate educational program. This transition is a collaborative effort claiming an exemption for the current tax year between the ECSE program, the school district you reside in and will be explained in the Oregon Individual Income Tax Return and community preschool partners when appropriate. Instruction booklet. However, the following criteria must be met: When a child is five years old on or before September 1st, he or she is . Qualify as a dependent and; eligible for kindergarten and the school district is responsible to provide . Are age 17 or younger on December 31 of the previous year services. Under Oregon law, the child is no longer eligible for ECSE and and; the ECSE program cannot provide services of any kind. . Are eligible for “early intervention services” or “special education services” as defined by the State Board of Education. and; . Have been considered to have a disability as of December 31st of the previous year under the federal Individuals with Disabilities Education Act and related Oregon laws. Eligible disabilities include: Autism, Visual Impairment, Intellectual Disability, Emotional Disturbance, Traumatic Brain Injury, Hearing Impairment, Orthopedic Impairment, Specific Learning Disorder, Communication Disorder, or Other Health Impairment.

The tax booklet explains that a child must have an Individualized Family Service Plan (IFSP) and an eligibility statement for one of the disabilities listed above. If you need another copy of the IFSP coversheet and your child’s eligibility statement, please call your specialist for assistance. This documentation should be kept with your child’s permanent health records; they do not need to be sent with the tax return.

EI/ECSE staff are not tax experts and will not be able to answer your specific questions related to this tax exemption. For advice or individual assistance in completing your tax form, consult a tax professional or the Department of Revenue at 1-800-356-4222.

24 9 PARTICIPATION IN PROGRAMS PARENT PARTICIPATION ON LOCAL INTERAGENCY COORDINATING COUNCIL (LICCS) To receive the greatest benefit from his or her program, your child should attend regularly Local Interagency Coordinating Council (LICCs) are mandated to advise scheduled sessions. We realize that sometimes and assist the local providers of services to young children with special things come up that require a parent to keep a child needs, birth to age 5. The state affiliated group is called the State home from class, or miss a home visit, but frequent Interagency Coordinating Council. and consistent attendance/visits gives you and your child the greatest benefit from our programs. LICCs have the tremendous potential to influence local programs and agencies to enhance services for young children with disabilities and If you must cancel a home visit, a meeting, or you cannot attend a group their families. While there are challenges, there are also many session, please call us as soon as possible. We have voicemail and you opportunities for meaningful change, improved services, and expanded may leave a message if no one is available to take your call. It is collaboration in local services. important to let us know if you are not able to attend a meeting. The Local Interagency Coordinating Council benefits from parental Make Up Sessions: involvement. Family members of the LICCs are visible and verbal Staff are not able to provide “make-up” sessions for those missed due to reminders of “family friendly” services. Asking “Why?” is a natural role for short illnesses or other reasons. If there are multiple absences the IFSP parents, and this question often challenges providers to reflect and team may consider an alternate form of service. Each case is individual respond in different ways. Families experience and active involvement at and should be discussed by the service team. the local level help to create programs that respond to the needs of the community. Families must be a part of the process to aid the creation Change of Address or Phone Number and revision of positive, appropriate service delivery systems. We need your help in keeping the EI/ECSE staff and our records updated with your current address and phone numbers. It is important If you are interested in learning more about being part of the LICC for you to call us if you are planning on moving, this applies whether you in your county, please contact the program coordinator listed on are moving within the same town or to a new town. If you are moving out the contact page. of our service area, we will gladly help with the transition.

School/Service Calendar A yearly school or home visit service calendar will be given to each child's family. The calendar identifies when you should or should not expect visits. Children placed in community preschools will receive a copy of the ECSE service year calendar. This is only for your child’s ECSE services.

ECSE or Speech Group Times Class times and locations may vary from one calendar year to the next. Your child's Individualized Family Service Plan (IFSP) will designate the amount and frequency of services.

Child Abuse Reporting Policy/Mandatory Reporters WESD staff are mandatory reporters of any suspected child abuse or neglect incident. If an EI/ECSE staff person suspects that a child has been abused or neglected, Oregon State law requires that the suspected abuse be reported to the Department of Human Services or a local law 10 23 children receiving ECSE services if public schools are delayed two enforcement agency. Parents may also contact the Department of hours, there will be no AM ECSE services that day. If the school district Human Services directly to seek assistance or to report possible abuse is closed, transportation will NOT be available. of their child.

Emergency School Closure Immunizations Sometimes it is necessary to close a school or all schools without prior Oregon law requires that all children entering a certified daycare center, notice. This may be due to a loss of electricity or water, snow or icing a preschool program, or are present in a setting where two or more conditions, or impending natural or nuclear disaster. If it becomes children are grouped together, must be immunized or obtain a medical or necessary to close school, it is your responsibility to make a contingency nonmedical exemption from immunizations. The intent of the law is to plan for your child. protect children from the dangers of diseases that are preventable by getting immunized. By law, we must have a record on file for each child, regardless if they are receiving our services (i.e., siblings, friends, etc.) that come and attend our groups. The records of children returning to preschool are reviewed each year.

For those children who are not in compliance with the immunization law, parents will be notified regarding the immunizations they need. They will also be given the date after which they will not be allowed to attend preschool without evidence of having received the immunizations, or a signed medical or nonmedical exemption. Immunization mandates are established by the Oregon state legislature. WESD is legally bound to adhere to all immunization mandates and requirements.

For more information, go to http://www.healthoregon.org/imm.

22 11 COLLABORATIVE PROBLEM SOLVING (CPS) AND POSITIVE WEATHER AND SCHOOL CLOSURE BEHAVIOR INTERVENTIONS AND SUPPORTS (PBIS) Inclement Weather Collaborative Problem Solving (CPS) is an evidence based approach The decision about school closures for children enrolled in founded in the belief that all people do well if they can. We firmly believe Specialized Preschool, Speech/Language Groups and that if your child is not doing well that is our job to help figure out what is Focus Groups will be determined by the school district getting in their way and to work with the child and family to remedy the where you live and where your child attends preschool. If the decision problem. is to delay school opening there will be no morning preschool program that day. Afternoon session will run unless there is word Positive Behavior Interventions and Supports is an evidence-based of early afternoon dismissal approach that focuses on teaching children what is expected from them in the places they go. Children are acknowledged with specific feedback School delays and closures will be listed on the Willamette Education so that they understand when they are or are not meeting the Service District website at www.wesd.org and click on the Flash Alert. expectations. Using this approach enhances the capacity of schools, This information is updated frequently throughout the early morning so families, and communities to develop environments that encourage please check more than once. You may also call our main line for learning academically and socially. closure information at 503.588.5330.

Our three program-wide expectations are: NEWS MEDIA CARRYING EMERGENCY MESSAGES

KBFF FM 95.5 Portland KUIK AM 1360 Hillsboro *Safe *Friendly *A worker KBPS AM 1450 Portland KUPL FM 98.7 Portland KBVM FM 88.3 Portland KWBY AM 940 Woodburn When families are meaningfully involved in educational activities, their (Spanish) children do better in schools. Families play an important part in their KBZY AM 1490 Salem KWIP AM 880 Dallas (Spanish) child's education and social development. Social learning and positive KEX AM 1190 Portland KWJJ FM 99.5 Portland discipline at home can be built on the same framework that is used for KFXX AM 1080 Portland KXL FM 101.1 Portland the classroom. Your child’s teacher can help you access resources or KGDD AM 1520 Oregon City KYCH FM 97.1 Portland provide more information. (Spanish) KGON FM 92.3 Portland KYKN AM 1430 Keizer Three things to think about doing at home if you aren’t already are: KINK FM 101.9 Portland KZME FM 89.9 Portland KKCW FM 103.3 Portland  Set up clearly defined expectations in your home KKRZ Z100 FM 100.3 Portland News Channels KLTH FM 106.7 Lake Oswego KATU 2 Portland  Teach your children what the expectations mean at home and in KLYC AM 1260 McMinnville KGW 8 Portland the community. Example: we are safe in the parking lot by always KNRK FM 94.7 Portland KOIN 6 Portland waiting on the curb and then holding hands. Then remind your children KOPB FM 91.5 Portland KPTV 12 Portland of the expectation before getting out of the car. KPAM AM 860 Troutdale KPXG 22 Portland KPOJ AM 620 Portland KWBP 32 Portland  Celebrate your family’s success! KRSK Rosie 105 FM 105.1 Molalla Example: When your child has helped with a task, say something like, KRYN (Spanish) AM 1230 Gresham “Thank you for moving the chair so I could vacuum under it. That was KRYP FM 93.1 Gladstone hard work!” (Spanish) If your child attends a community preschool or a Head Start Program please check with them for specific inclement weather directions. For

12 21 designated drop-off location within 5 minutes of drop off. If other SPECIALIZED PRESCHOOLS & SPEECH GROUPS INFORMATION students are absent, your child may arrive earlier than scheduled. . If you are dropping your child off at school, please do not arrive Registration for Preschool Classes more than five minutes before the scheduled time to begin. If Parents must complete a registration packet that includes general, you are picking up your child from school, please be there emergency and immunization information before the first day of promptly at the end of class. attendance at the specialized preschool or speech group. Check with . Children who are not ambulatory and who are involved in preschool community preschools for their registration requirements. programs will need to use a wheelchair or stroller. The stroller must be approved by the transportation coordinator in your school district. Parent/Preschool Communication Procedure . Know your bus driver’s name and bus number. All concerns regarding the child's preschool program should be directed . Notify your child’s EI/ECSE teacher or IFSP service coordinator to the child's teacher first. A bus rider or instructional assistant is not (not the bus driver) in a timely manner if you have changes to expected to relay important information to the child's teacher. All address, phone number, and contact information. Every effort is communication that involves changes in established daily medical made to accommodate changes to existing service promptly; routines (e.g., tube feeding, amount, time of administration, etc.) must be however, this may take several days relayed directly to the EI/ECSE nurse and teacher. Medical changes will . Report any complaints to your child’s teacher as soon as possible. not be implemented until the nurse has reviewed the proposed changes. Please allow at least 48 hours for these changes to be made in the What happens when a parent does not pick up his or her child from classroom. the classroom or when the bus driver does not find anyone at home to take the child off the bus? Attendance in WESD Preschools and Groups In our best effort to be sure all children are safe, an automated phone It is important for you to pick up for child on time. School and bus staff is calling system called School Messenger will notify you when your child unable to keep your child for an extended period of time. is absent and the teacher or office staff has not heard from the parent or guardian excusing the child from school. The School Messenger Children requiring supervision will not be allowed to leave the bus until system will be alerted to absences within 30 minutes after your child’s the designated receiving adult/s have made visual contact at the door class starts. You will be asked to provide the phone number that you or are physically present at the bus stop. wish to receive the School Messenger to call to notify you of your child’s absence. We ask for your assistance by calling your child’s The Transportation Departments determines location of the bus stop. teacher after 8:00 am if your child will be absent that day. The parent/guardian is responsible for assisting his/her child to and from the bus. Children who need support bucking their seatbelts are to be Volunteers placed on the bus in their assigned seat by the parent. Our program welcomes volunteers in the classroom. If you are interested, please go www.wesd.org Departments, Human Resources, If no one is home to receive your child and we are unable to contact you Document and Forms to download the Volunteer Application. Complete or your emergency person, your child may be returned to the and turn in with the $5.00 background check processing fee to the transportation department. Transportation and the ECSE Programs are program clerical staff. You will be notified when the background check is not responsible for child care and will not be able to keep your child for completed. an extended period of time. Please be aware that DHS Child Welfare or law enforcement may be called to come and get your child if we can not Harmful Items reach you or your emergency contact in a reasonable amount of time. The EI/ECSE staff strives to provide a safe educational environment for all of our children. On the rare occasion that the staff observes that a child has brought some kind of harmful item to class, that item will be removed from the child’s possession and the parent will be contacted. For example knives, tools, table utensils, construction materials, sticks, glass, toy weapons (this list is not all inclusive) will not be allowed in

20 13 EI/ECSE programs. The program may remove a child who brings a GENERAL TRANSPORTATION GUIDELINES weapon to school from their current educational placement to an IN WESD CLASSROOMS/GROUPS appropriate alternative placement if necessary. An IFSP meeting would immediately be scheduled to address the issue. It is the responsibility of the school district your child resides in to transport your child to and from his/her class/group if special transportation is needed to access their special education services. We appreciate it when parents can transport their child to and from class/group for a couple of reasons. It is what typically happens for young children attending preschool programs and it fosters communication between family and teaching staff.

What is the EI/ECSE program responsibility in transportation? . If you are unable to transport your child, and the IFSP team determines your child needs transportation to access their services, the EI/ECSE program contacts the local school districts to make transportation arrangements. . Address transportation issues with the teacher . For Marion County contact Elsa Flores at (503) 385-4675 with your transportation questions. . For Polk & Yamhill Counties, contact Diane Gragg at (503) 435- 5940.

What is the parent’s responsibility in transportation? . Provide accurate, complete information for initiation of transportation. . It is usually a two week time within Salem Keizer district and at least a week’s time for other districts after the transportation request has been sent to the district for service to begin. . For all districts, contact the transportation office to report daily absences at least one hour before their pick-up time. Generally transportation services will be cancelled if a student does not ride the bus for four (4) consecutive days. . For all districts, contact the transportation office before the school’s picks up time if you plan to pick up your child at school. . For Salem-Keizer, call 503-399-3100 to report daily absences and/or if you are picking your child up from school. Also contact your child’s teacher to let them know. . To help ensure the bus stays on schedule, please have your child ready to catch the bus five (5) minutes before their designated pick- up time. It is also important to quickly settle your child into their seat so the bus is not delayed. . In consideration of your neighbors, the bus will not honk their horn when they arrive at your home or bus stop. If your child is not ready to leave when the bus arrives, the bus will not be able to wait. Parents will be responsible for the transportation of their child to school on those days. Make sure an adult is at home or at the 14 19 Colds - A child should stay home if he or she has green nasal discharge, PRESCHOOL ATTIRE AND CLOTHING fever, or is too uncomfortable to pay attention, participate in daily activities, or go outside to play.

Chicken Pox - Children should not return until scabs are dry and no new sores are emerging (usually five to seven days).

Strep Throat - If strep is diagnosed, wait at least 24 hours from the first dose of antibiotics before returning to school, and child is fever free.

Communicable Diseases - (Impetigo, Pink-eye, Scabies, etc.)--Please Backpack send a note from your physician when your child returns to school. Your child will need a backpack large enough to carry clothing, notes, and papers to and from school. Head Lice If a child is found to have head lice (live bugs), the parent will be Clothing contacted and given instructions on treating head lice. If child returns to In general, children should wear clothing that is comfortable and easy to class and still has head lice, parent will called to pick child from school. clean. Children will be participating in a variety of activities, some of Child will have to be brought by parent upon returning to school to check which may be “messy.” These experiences are wonderful for young the child before readmitting to the classroom. children but can be hard on clothes. Feel free to dress your child in clothes that are easily washed or can take a little extra wear and tear. Children need to be free of live nits before returning to school. If We make every effort to use crayons, paint, markers and other you have questions, please contact your child’s teacher. substances that are washable, but every so often something does unexpectedly stain or mark a child’s clothing.

In addition, most groups will include activities in which the children will want to be able to move as freely as possible. Again, please keep this in mind when you are dressing your child for school. It is suggested that each child enrolled in WESD classrooms and groups bring a complete change of clothing, extra diapers and diaper wipes each school day. Please mark your child’s personal items with his/her name so that they can be easily identified. Community Preschools and Head Start Programs have their own unique requests. Please check with them.

18 15 SUPPLIES & SNACKS FOR SPECIALIZED PRESCHOOLS & SPEECH HEALTH GUIDELINES GROUPS Your child's health is very important to us. Children are susceptible to We know you like to help out and classroom contracting contagious illnesses when they begin attending preschool. It contributions are always appreciated. Below is a list of is extremely important that when ill, children are kept at home. It will items used in the classroom. Thank you for your help them recover more quickly as well as help keep their classmates contribution. and teaching staff from becoming ill. Children should not attend school if they have any illness that prevents them from fully participate in routine classroom activities. Supplies:  2 glue sticks If school staff observes that your child has (or has been exposed to) a  1 boxes Kleenex/facial tissues communicable condition (e.g. head lice, scabies), he or she will be sent  Baby wipes home with a notification and a parent information sheet that lists details and suggestions on what type of treatment may be indicated.  Disinfectant Wipes such as Lysol, Clorox etc.  Steno books 6”x9” ruled If your child becomes ill at school, you (or a person on your emergency  Unscented shaving cream form) will be contacted to come and get your child. We cannot put ill  Washable Markers children on the bus and so it is your responsibility to pick up your child from school in a timely manner if they are ill. If your child is not picked  Bubbles up, DHS may be notified. It is important to keep us informed of phone  Paper plates number changes and emergency contact information.  Playdough  Google eyes Thank you for not sending your child to school if he or she has the  Watercolors set (8-color set preferred) following symptoms:

Healthy Snacks:  Fever (100.4)  Eye redness with discharge  Crackers (Ritz, animal crackers, chees-it rice or fish crackers)  Vomiting  Ear drainage that is thick  Canned Fruit  Unidentified rash or color  Dried Fruit, Raisins  Nasal discharge that is thick or colored  Head lice (live bugs)  Cereal Diarrhea  Persistent Cough  Fruit snacks   Sore Throat  Gluten free items  Applesauce  Fresh Fruit (during the school year) Please observe the following guidelines when deciding to return you child to school:  Cornmeal

 Black beans bags Fever - Free of fever for 24 hours before returning to school.

Nausea, Vomiting, or Diarrhea - Free of symptoms for 24 hours. Due to potential allergies, we sometimes need to avoid food products with nuts or peanuts.

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