PARENT HANDBOOK Early Intervention/Early Childhood Special Education Programs Revised July 2016 2611 Pringle Road SE 36 Salem, OR 97302 35 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 34 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. 33 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.