EARLY INTERVENTION AND EARLY CHILDHOOD SPECIAL EDUCATION PROGRAM INFORMATION

Revised July 2017

2611 Pringle Road SE Salem, OR 97302

TABLE OF CONTENTS

Contact Information…………………….…………… Page 1 Early Childhood Services………………………….. Page 2 EI Services for Children Birth thru Three………………… Page 3-4 ECSE Services for Children Three to Five…………….. Page 5 Individualized Family Service Plan (IFSP)……….…… Page 6 Making Decisions………………………..…….…… Page 7 Transition Services to Kinder………………………....….. Page 8 Participation in Programs…………….....………….. Page 9-10 Collaborative Problem Solving & PBIS…………… Page 11 Parent Participation on LICCs…………………….. Page 12 Tax Exemption………………………....…………… Page 13 Community Resources………………………....….. Page 14 Notification of Rights……………………………….. Page 15-19 Acronyms & Terminology……………………………….. Page 20-22

25

CONTACT INFORMATION Early Intervention/Early Childhood Special Education (EI/ECSE) Marion, Polk and Yamhill Counties

Marion Center ECC Center Yamhill Center 2611 Pringle RD SE 2600 Pringle RD SE Ste 100 2045 SW HWY 18 Ste 100 Salem, OR 97302 Salem, OR 97302 McMinnville, OR 97128 (503)385-4675 (503)385-4675 (503)435-5900 Fax: (503)540-4473 Fax: (503)363.0061 Fax: (503)435-5920

Marion County: Tonya Coker, Program Coordinator, EI/ECSE Services & Evaluations (503)385-4586 or 1-888-560-4666 ext. 4586 [email protected]

Jackie Bauman, Lead Therapeutic Intervention Coach, ECSE Services (503)385-4837 or 1-888-560-4666 ext. 4837 [email protected]

Christina Angeles, Senior Clerical Specialist (Marion Center) (503)385-4593 [email protected]

Elsa Flores, Senior Clerical Specialist (ECC Center) (503)385-4675 [email protected]

Sarahi Jacobo-Estrada, Senior Clerical Specialist (ECC Center) (503)540-4425 [email protected]

Polk and Yamhill Counties: Cynthia Barthuly, Program Coordinator, EI/ECSE Services (503)435-5941 or 1-888-560-4666 ext. 5941 [email protected]

Gemma Punzo, Senior Clerical Specialist (Yamhill Center) (503)435-5940, [email protected]

EI-ECSE Referral\Evaluations (503)385-4714 or 1-888-560-4666 ext. 4714 Marion Fax: (503)540-2959 Polk/Yamhill Fax: (503)540-2958

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

24 1 WILLAMETTE SPECIAL PROGRAMS EARLY CHILDHOOD SERVICES External trauma causing a change in the brain which alters the ability of an TBI Traumatic Brain Injury individual to function as before the The Early Intervention/Early Childhood Special Education (EI/ECSE) injury. Program serves children from birth to entry into public kindergarten. Developmental disability and central nervous system impairment For Early Intervention Services, children from birth to age 3 may qualify characterized by speech or language for services in a few different ways. Through standardized testing by ASD Autism Spectrum Disorder delays, discrepancies in developmental rates and sequences, unusual demonstrating a developmental delay in one or more of the following responses to sensory stimuli and a lack developmental areas: cognitive, physical, communication, self-help, and of social interest in other people. social/emotional. They may be eligible for services on the basis of a Hearing loss ranges from mild to HI Hearing Impairment medical diagnosis of a condition likely to result in a developmental delay profound deafness. or they may be eligible under a category such as Autism Spectrum Vision impairment impacts a child’s VI Visual Impairment Disorder, Vision Impairment, Hearing Impairment, Severe Orthopedic functional vision. Impairment, or Traumatic Brain Injury. Federal requirement that a student with a disability must be educated in the LRE Least Restrictive Environment For Early Childhood Special Education Services, children 3 to 5 years least restrictive environment to meet old may qualify in two different ways. The first is through standardized their special education needs. testing by demonstrating a developmental delay in two or more Regional program, in collaboration with developmental areas. The second is to qualify for special education local school districts, Early Intervention, Early Childhood Special Education eligibility under one of the following categories: Autism Spectrum (EI/ECSE) programs, provide Disorder, Communication Disorder, Vision Impairment, Hearing Regional Regional Program specialized educational support for Impairment, Orthopedic Impairment, Other Health Impairment, Emotional children with hearing impairments, Disturbance, Intellectual Disability or Deaf/Blind. vision impairments, autism spectrum disorders, severe orthopedic impairments, and hearing impairments. Evaluations to determine eligibility for EI/ECSE is a resolution service Mandated by Oregon Administrative Criteria for evaluations are defined in OAR 581-015-2775 through 581- Rules to advise the EI/ECSE program. 015-2780 and 581-015-2790 through 581-015-2795. The council provides an opportunity for parents and staff from education, health EI/ECSE services are free to qualified children and their families. These and social services agencies serving services are provided by Willamette ESD and funded through Oregon young children and families to discuss Local Interagency Coordinating issues of mutual interest and areas for LICC Department of Education (ODE) grant-in-aid funding. Council cooperation and collaboration. The overall purpose of the LICC is to enhance the quality of services to children birth to five that qualify for early intervention/early childhood special education services and their families. Parent participation is highly valued. CDRC provides interdisciplinary clinical Child Development and Rehabilitation services for persons with CDRC/OHSU Center, Oregon Health Sciences developmental disabilities and other University special health care needs. Sets educational policies and standards ODE Oregon Department of Education for Oregon School Districts and Education Service Districts.

23 2 OT evaluates the student’s ability to EARLY INTERVENTION SERVICES FOR CHILDREN perform find motor tasks such as writing, cutting and dressing. Also BIRTH THRU AGE 3 OT Occupational Therapist provides assistance for adaptations or modifications that may be needed for a Services for children who qualify for the EI (birth thru age 3) program are child. usually provided in the child’s natural environment (e.g. home, childcare) Any type of device or system that Aug Com Augmentative Communication assists the child to communicate with and are family-focused. others In most situations, there will be a lead specialist who will work with the Some children ages 3 to 5 are eligible for certain services designed to help family. He or she is able to support all areas of the child’s development. them maintain skills they have learned Related service staff representing multiple areas of expertise may during the regular service/school year. provide home visits to help with a specific developmental concern in To qualify, the child must have severe EYS Extended Year Services some cases as specified by the child’s Individual Family Service Plan problems remembering what was recently taught (regression) and (IFSP). demonstrate a substantial delay in re- learning the forgotten skill In preparing for home visits please: (recoupment). - Let your specialist know if you have any pets and secure your Tool used to measure functional skills pets during the visit. (those that have immediate usefulness - Identify a location for the specialist to work with you and your for the child or clearly lead to more CBA Curriculum Based Assessment advanced skills). Direct means of child identifying a child’s entry point within an - Let your specialist know who will be present in the home during educational program and for refining each session other than the parent and child and readjusting instruction. - A quiet technology free environment is important to your child’s Assessment/Evaluation Programming CBA that is used state wide in EI\ECSE AEPS success System for Infants and Children Programs. Significant delay in one or more Home Visits developmental domain such as Specialists, focus on the child’s skill development in areas identified by DD Developmental Delay communication, physical, social or the team and on coaching parents in specific techniques or strategies to emotional, adaptive (self-help) and/or further the child’s skills or increase their participation in family routines. cognitive. The most effective intervention is done within the context of your child’s Motor impairment that results in deficits daily routines because you are teaching your child new skills in the in the quality, speed, accuracy of OI Orthopedically Impaired movement in fine motor, gross motor everyday things you do. and/or self-help skills. Refers to problems with Related Services CD Communication Disorder communication. May be related to Related services such as physical therapy, occupational therapy, speech another disability. and language services focus on the gross motor, self-help, fine motor Students who have chronic or acute and communication needs of the child. For children with other special health problems that impacts their needs such as hearing, vision, and orthopedic impairments, Autism OHI Other Health Impaired developmental/educational Spectrum Disorder or traumatic brain injury, additional services may be performance. provided by specialists trained in the respective area. When a student is demonstrating ED Emotionally Disturbed emotional problems that consistently Transition Services and persistently impacts their learning. During the last nine months of service in Early Intervention, families and staff begin a process that helps prepare their child for an evaluation to determine eligibility for Early Childhood Special Education Services 22 (ECSE). This service is for children beginning at age 3. To prepare for 3 this change, the service team develops a transition plan as a part of the IFSP. The plan will determine if additional evaluations are needed to Acronyms & Terminology determine eligibility for Early Childhood Special Education (ECSE). After Acronym Term Definition ECSE eligibility is established, the service team will meet to review the Provides regional educational services IFSP and make any changes needed to address the new information WESD Willamette Education Service District to local school districts (Polk, Yamhill, from the evaluation. Marion)

Specialized intervention for children EI Early Intervention birth - age 2 who meet eligibility requirements

Specialized instruction and services for ECSE Early Childhood Special Education students ages 3 - 5 who meet eligibility requirements

Specialized instruction and services for SPED Special Education students who meet eligibility requirements

Ensures all children with disabilities have available free appropriate public education that emphasizes special Individuals with Disabilities Education IDEA education and related services to meet Act (IDEA 2004) their unique needs and prepare them for further education, employment and independent living

Working document that outlines the IFSP Individual Family Service Plan goals and services for a child EI/ECSE Specialist provides direct 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 and/or language difficulties and may SLP Speech/Language Pathologist provide direct instruction or consultation to improve the child’s ability to communicate

Certified Speech/Language C-SLP Assistants implement programs C-SLPA Pathologist Assistant developed by an SLP

PT focuses on gross motor skills such as walking, running, walking and PT Physical Therapist climbing stairs, and will advise staff regarding adaptive equipment and accessible environments.

21 4 to provide a service instead of using its own employees or officials (such EARLY CHILDHOOD SPECIAL EDUCATION SERVICES as an attorney, auditor, medical consultant, or therapist); or a parent or INFORMATION AGES 3 – 5 YEAR OLDS student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing his or her tasks. Services for children, who qualify for ECSE (3 to Kindergarten age) are first provided where your child spends the majority of their time (home, 4) The right to file a complaint with the US Department of Education childcare, and preschool). In some cases the IFSP team may determine concerning alleged failures by the WESD to comply with the that services need to be provided in an alternate setting such as a requirements of FERPA. The name and address of the Office that community preschool or a specialized setting. administers FERPA is: Home If your child spends the majority of their day at home the IFSP team will Family Policy Compliance Office first look at providing services to you and your child in your home. U.S. Department of Education Special education and related services are provided as identified on the 400 Maryland Avenue, SW IFSP. Washington, DC 20202-8520 Community Preschools/Daycares Children may be served in public or private community preschool settings where you have enrolled your child. Special education and related services are offered in these sites by the Early Childhood Special Education program.

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 may be provided by specialists trained in the specific area.

20 5 INDIVIDUALIZED FAMILY SERVICE PLAN (IFSP) 1 These laws are: Section 9528 of the ESEA (20 U.S.C. 7908), as amended by the No Child Left Behind Act of 2001 (P.L. 107-110), the Each child has an Individualized Family Service Plan (IFSP) that is education bill, and 10 U.S.C. 503, as amended by section 544, the developed by the child’s service team. The service team consists of the National Defense Authorization Act for Fiscal Year 2002 (P.L. 107-107), family, the EI/ECSE Specialist and other therapists or specialists as the legislation that provides funding for the Nation’s armed forces. needed to address the child’s developmental needs. The community preschool child care providers, CaCoon nurses, Healthy Start Workers, NOTIFICATION OF RIGHTS UNDER FERPA FOR ELEMENTARY AND Head Start staff and other community agencies will be invited to be a SECONDARY SCHOOLS part of the team as appropriate. The Family Educational Rights and Privacy Act (FERPA) afford parents The IFSP identifies the services that will be delivered to the family and to and students over 18 years of age ("eligible students") certain rights with the child over a one-year period. The IFSP is reviewed annually with: a respect to the student's education records. These rights are: six-month review for children birth to age three. Children age three to five will have progress reported as outlined on the IFSP cover sheet. The (1) The right to inspect and review the student's education records within family or other team members can request a meeting to review and 45 days of the day the School receives a request for access. revise the IFSP as frequently as needed to ensure that the child is Parents or eligible students should submit to the School principal or a making the expected progress in the identified areas of development Willamette Education Service District (WESD) Custodian of Student Records a written request that identifies the record(s) they wish to When the IFSP service team meets to develop the IFSP they will follow inspect. The School official will make arrangements for access and notify these steps: the parent or eligible student of the time and place where the records  Identifying areas of developmental delay by reviewing the may be inspected. child’s assessment data and gathering information from the family/caregivers about the needs and priorities of the child. (2) The right to request the amendment of the student’s education  Developing goals and objectives in areas of delay. The goals records that the parent or eligible student believes is inaccurate, and objectives are written to describe specific skills that the child misleading, or otherwise in violation of the student’s privacy rights under will learn over the year and form the plan the specialists and FERPA. Parents or eligible students who wish to ask the School to family will implement. Goals and objectives should be amend a record should write the School principal or a WESD Custodian measurable and include the specific criteria the team will use to of Student Records clearly identify the part of the record they want determine progress. changed, and specify why it should be changed. If the School decides  Determining type(s) and amounts of services needed so the not to amend the record as requested by the parent or eligible student, child will make progress on the identified goals/objectives. Levels the School will notify the parent or eligible student of the decision and of service vary based on child needs. advise them of their right to a hearing regarding the request for  Determining the frequency for each service and identifying amendment. Additional information regarding the hearing procedures will who will provide the service. Typically the EI/ECSE Specialist be provided to the parent or eligible student when notified of the right to a provides the service to the child and family. At times, the team hearing. may include other specialists like an Occupational Therapist, a Physical Therapist, or an Autism Specialist or others as needed. (3) The right to consent to disclosures of personally identifiable  Determining where services will be provided. The IFSP information contained in the student's education records, except to the service team (which includes the parents) will decide the most extent that FERPA authorizes disclosure without con-sent. One appropriate placement for the child to receive the services to exception, which permits disclosure without consent, is disclosure to address the individual plan. school officials with legitimate educational interests. A school official is a person employed by the School as an administrator, supervisor, instructor, or support staff member (including health or medical staff and law enforcement unit personnel); a person serving on the School Board; a person or company with whom the School has contracted as its agent 6 19 FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA) MAKING DECISIONS NOTICE FOR DIRECTORY INFORMATION Data is collected and reviewed on a systematic and regular basis during The Family Educational Rights and Privacy Act (FERPA), a Federal law, the service year in order to determine if a child is making progress. The requires that Willamette Education Service District with certain IFSP service team may make adjustments to the service levels based on exceptions, obtain your written consent prior to the disclosure of the progress data. The IFSP service team may decide to: personally identifiable information from your child’s education records.  Increase the frequency of service. This usually happens when However, Willamette ESD may disclose appropriately designated a child is not making progress in his/her current program; “directory information” without written consent, unless you have  Decrease the frequency of service. This usually happens when advised the District to the contrary in accordance with District a parent, teacher or caregiver needs frequent support initially but procedures. The primary purpose of directory information is to allow the once they learn how to incorporate or teach needed skills in the Willamette ESD to include this type of information from your child’s child’s regular routine they require less support or when a child’s education records in certain school publications. progress demonstrates a decreased need for support or services; Examples include:  Increase the duration of service. This may happen when a child • A playbill, showing your student’s role in a drama production; is not demonstrating progress in his/her current program; • The annual yearbook;  Decrease the duration of service. This may happen when a • Honor roll or other recognition lists; parent, teacher or caregiver needs less support or guidance in • Graduation programs; and teaching the child, when the family learns how to use adaptive • Sports activity sheets, such as for wrestling, showing weight and height equipment, or when the child is learning quickly and needs less of team members. time practicing new skills with a specialist. 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 18 7 TRANSITION SERVICES TO KINDERGARTEN WESD will directly notify parents of these policies at least annually at the start of each school year and after any substantive changes. WESD will During the last year of services in Early Childhood Special Education, also directly notify, such as through U.S. families participate in a process that helps prepare their child for transition into their resident school district kindergarten or other Mail or email, parents of students who are scheduled to participate in the appropriate educational program. This transition is a collaborative effort specific activities or surveys noted below and will provide an opportunity between the ECSE program, the school district you reside in and for the parent to opt his or her child out of participation of the specific community preschool partners when appropriate. activity or survey. WESD will make this notification to parents at the beginning of the school year if the District has identified the specific or When a child is five years old on or before September 1st, he or she is approximate dates of the activities or surveys at that time. For surveys eligible for kindergarten and the school district is responsible to provide and activities scheduled after the school year starts, parents will be services. Under Oregon law, the child is no longer eligible for ECSE and provided reasonable notification of the planned activities and surveys the ECSE program cannot provide services of any kind. listed below and be provided an opportunity to opt their child out of such activities and surveys. Parents will also be provided an opportunity to review any pertinent surveys. Following is a list of the specific activities and surveys covered under this requirement: •Collection, disclosure, or use of personal information for marketing, sales or other distribution. •Administration of any protected information survey not funded in whole or in part by ED. •Any non-emergency, invasive physical examination or screening as described above. Parents who believe their rights have been violated may file a complaint with: Family Policy Compliance Office U.S. Department of Education 400 Maryland Avenue, SW Washington, D.C. 20202-8520

8 17 NOTIFICATION OF RIGHTS UNDER THE PROTECTION OF PUPIL PARTICIPATION IN PROGRAMS RIGHTS AMENDMENT (PPRA) To receive the greatest benefit from his or her PPRA affords parents certain rights regarding our conduct of surveys, program, your child should attend regularly collection and use of information for marketing purposes, and certain scheduled sessions. We realize that sometimes physical exams. These include the right to: things come up that require a parent to keep a child • Consent before students are required to submit to a survey that home from class, or miss a home visit, but frequent concerns one or more of the following protected areas (“protected and consistent attendance/visits gives you and your information survey”) if the survey is funded in whole or in part by a child the greatest benefit from our programs. program of the U.S. Department of Education (ED)– 1. Political affiliations or beliefs of the student or student’s parent; If you must cancel a home visit, a meeting, or you cannot attend a group 2. Mental or psychological problems of the student or student’s family; session, please call us as soon as possible. We have voicemail and you 3. Sex behavior or attitudes; may leave a message if no one is available to take your call. It is 4. Illegal, anti-social, self-incriminating, or demeaning behavior; important to let us know if you are not able to attend a meeting. 5. Critical appraisals of others with whom respondents have close family relationships; Make Up Sessions: 6. Legally recognized privileged relationships, such as with lawyers, Staff may not be able to provide “make-up” sessions for those missed doctors, or ministers; due to short illnesses or other reasons. If there are multiple absences the 7. Religious practices, affiliations, or beliefs of the student or parents; or IFSP team may consider an alternate form of service. Each case is 8. Income, other than as required by law to determine program eligibility. individual and should be discussed by the service team. •Receive notice and an opportunity to opt a student out of – 1. Any other protected information survey, regardless of funding; Change of Address or Phone Number 2. Any non-emergency, invasive physical exam or screening required as We need your help in keeping the EI/ECSE staff and our records a condition of attendance, administered by the school or its agent, and updated with your current address and phone numbers. It is important not necessary to protect the immediate health and safety of a student, for you to call us if you are planning on moving, this applies whether you except for hearing, vision, or scoliosis screenings, or any physical are moving within the same town or to a new town. If you are moving out exam or screening permitted or required under State law; and of our service area, we will gladly help with the transition. 3. Activities involving collection, disclosure, or use of personal information obtained from students for marketing or to sell or otherwise School/Service Calendar distribute the information to others. A yearly service calendar will be given to each child's family. The •Inspect, upon request and before administration or use – calendar identifies when you should or should not expect visits. Children receiving services in community preschools/childcare will receive a copy 1. Protected information surveys of students; of the ECSE service year calendar. This is only for your child’s ECSE 2. Instruments used to collect personal information from students for any services. of the above marketing, sales, or other distribution purposes; and 3. Instructional material used as part of the educational curriculum. Inclement Weather The decision about school closures for children enrolled in Specialized These rights transfer to from the parents to a student who is 18 years old Preschool, Speech/Language Groups and Focus Groups will be or an emancipated minor under State law. determined by the school district where you live and where your child attends preschool. If the decision is to delay school opening there Willamette Education Service District’s (WESD) policies in will be no morning preschool program that day. Afternoon session consultation with parents, regarding these rights, as well as will run unless there is word of early afternoon dismissal arrangements to protect student privacy in the administration of protected information surveys and the collection, disclosure, or use of School delays and closures will be listed on the Willamette Education personal information for marketing, sales, or other distribution purposes. Service District website at www.wesd.org and click on the Flash Alert. 16 9 This information is updated frequently throughout the early morning so RESOURCES please check more than once. You may also call our main line for closure information at 503.588.5330. 211 Info Phone: 211 or 866-698-6155 NEWS MEDIA CARRYING EMERGENCY MESSAGES Email: [email protected] http://www.211info.org KBFF FM 95.5 Portland KUIK AM 1360 Hillsboro 211 Info keeping people and communities healthy means more than KBPS AM 1450 Portland KUPL FM 98.7 Portland access to medical care. It means ensuring people have the basics, like KBVM FM 88.3 Portland KWBY AM 940 Woodburn food, housing and economic opportunity. At the nonprofit 211info, they (Spanish) believe in the idea of Health for Your Whole Life. It’s thier commitment to KBZY AM 1490 Salem KWIP AM 880 Dallas (Spanish) work toward an Oregon and Southwest Washington where everyone’s KEX AM 1190 Portland KWJJ FM 99.5 Portland health and social services needs are met. KFXX AM 1080 Portland KXL FM 101.1 Portland KGDD AM 1520 Oregon City KYCH FM 97.1 Portland F.A.C.T Family and Community Together (Spanish) Oregon’s New Parent Training and Information Center KGON FM 92.3 Portland KYKN AM 1430 Keizer 13455 SE 97th Ave KINK FM 101.9 Portland KZME FM 89.9 Portland Clackamas, OR 97015 KKCW FM 103.3 Portland Phone: (888) 988-3228 KKRZ Z100 FM 100.3 Portland News Channels Email: [email protected] KLTH FM 106.7 Lake Oswego KATU 2 Portland http://factoregon.org KLYC AM 1260 McMinnville KGW 8 Portland Family and Community Together (FACT) is a family leadership KNRK FM 94.7 Portland KOIN 6 Portland organization for individuals and their families experiencing disability, KOPB FM 91.5 Portland KPTV 12 Portland working collaboratively to facilitate positive change in policies, systems, KPAM AM 860 Troutdale KPXG 22 Portland and attitudes through family support, training, advocacy, and KPOJ AM 620 Portland KWBP 32 Portland partnerships. We offer peer-delivered family support and are dedicated KRSK Rosie 105 FM 105.1 Molalla to having our programming be by families for families. We promote KRYN (Spanish) AM 1230 Gresham connecting with other families: at trainings, events, support groups, listservs, blogs, etc. KRYP FM 93.1 Gladstone

(Spanish) Swindell’s Resource Center If your child attends a community preschool or a Head Start Program Providence Child Center please check with them for specific inclement weather directions. For 830 NE 47th Ave, children receiving ECSE services if public schools are delayed two Portland, OR 97213 hours, there will be no AM ECSE services that day. If the school district Phone: (503) 215-2429, (800) 833-8899, ext. 52429 is closed, transportation will NOT be available. http://oregon.providence.org/patients/facilities/providence-child-

center/Pages/default.aspx Emergency School Closure The Jean Baton Swindells Resource Center for Children and Sometimes it is necessary to close a school or all schools without prior Families connects families, caregivers and friends of children with notice. This may be due to a loss of electricity or water, snow or icing disabilities to resources, information and training specific to disabilities conditions, or impending natural or nuclear disaster. If it becomes and conditions. It provides information on educational, recreational, necessary to close school, it is your responsibility to make a contingency therapies and other day-to-day issues. Families and caregivers visitor plan for your child. contact Swindells Center seeking answers to many of the questions that

surface in their everyday lives. Swindells Center is a program of Providence Child Center.

10 15 TAX EXEMPTION Child Abuse Reporting Policy/Mandatory Reporters WESD staff are mandatory reporters of any suspected child abuse or Your family may be eligible for an additional tax neglect incident. If an EI/ECSE staff person suspects that a child has exemption. The Oregon Tax Code provides for been abused or neglected, Oregon State law requires that the suspected an additional tax exemption for children with abuse be reported to the Department of Human Services or a local law disabilities in Oregon. The procedure for enforcement agency. Parents may also contact the Department of claiming an exemption for the current tax year Human Services directly to seek assistance or to report possible abuse will be explained in the Oregon Individual Income Tax Return and of their child. Instruction booklet. However, the following criteria must be met: Immunizations . Qualify as a dependent and; Oregon law requires that all children entering a certified daycare center, . Are age 17 or younger on December 31 of the previous year a preschool program, or are present in a setting where two or more and; children are grouped together, must be immunized or obtain a medical or . Are eligible for “early intervention services” or “special education nonmedical exemption from immunizations. Immunization mandates are services” as defined by the State Board of Education. and; established by the Oregon state legislature. WESD is legally bound to . Have been considered to have a disability as of December 31st adhere to all immunization mandates and requirements. For more of the previous year under the federal Individuals with Disabilities information about immunization requirements, go to Education Act and related Oregon laws. Eligible disabilities http://www.healthoregon.org/imm. include: Autism, Visual Impairment, Intellectual Disability, Emotional Disturbance, Traumatic Brain Injury, Hearing To view immunization rates reports for your county, go to our Early Impairment, Orthopedic Impairment, Specific Learning Disorder, Intervention and Early Childhood Special Education immunization Communication Disorder, or Other Health Impairment. section under www.wesd.org.

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.

14 11 COLLABORATIVE PROBLEM SOLVING (CPS) AND POSITIVE PARENT PARTICIPATION ON LOCAL INTERAGENCY BEHAVIOR INTERVENTIONS AND SUPPORTS (PBIS) COORDINATING COUNCIL (LICCS)

Collaborative Problem Solving (CPS) is an evidence based approach Local Interagency Coordinating Council (LICCs) are mandated to advise founded in the belief that all people do well if they can. We firmly believe and assist the local providers of services to young children with special that if your child is not doing well that is our job to help figure out what is needs, birth to age 5. The state affiliated group is called the State getting in their way and to work with the child and family to remedy the Interagency Coordinating Council. problem. LICCs have the tremendous potential to influence local programs and Positive Behavior Interventions and Supports is an evidence-based agencies to enhance services for young children with disabilities and approach that focuses on teaching children what is expected from them their families. While there are challenges, there are also many in the places they go. Children are acknowledged with specific feedback opportunities for meaningful change, improved services, and expanded so that they understand when they are or are not meeting the collaboration in local services. expectations. Using this approach enhances the capacity of schools, families, and communities to develop environments that encourage The Local Interagency Coordinating Council benefits from parental learning academically and socially. involvement. Family members of the LICCs are visible and verbal reminders of “family friendly” services. Asking “Why?” is a natural role for Our three program-wide expectations are: parents, and this question often challenges providers to reflect and respond in different ways. Families experience and active involvement at the local level help to create programs that respond to the needs of the *Safe *Friendly *A worker community. Families must be a part of the process to aid the creation and revision of positive, appropriate service delivery systems. When families are meaningfully involved in educational activities, their children do better in schools. Families play an important part in their If you are interested in learning more about being part of the LICC child's education and social development. Social learning and positive in your county, please contact the program coordinator listed on discipline at home can be built on the same framework that is used for the contact page. the classroom. Your child’s teacher can help you access resources or provide more information.

Three things to think about doing at home if you aren’t already are:

 Set up clearly defined expectations in your home

 Teach your children what the expectations mean at home and in the community. Example: we are safe in the parking lot by always waiting on the curb and then holding hands. Then remind your children of the expectation before getting out of the car.

 Celebrate your family’s success! Example: When your child has helped with a task, say something like, “Thank you for moving the chair so I could vacuum under it. That was hard work!”

12 13