Student Handbook for Early Childhood Special Education Program

Introduction

The Early Childhood Special Education Program (ECSE) is a part of the Waynesville R-VI School District.  The ECSE program services children who are three years to kindergarten age with educationally handicapping conditions. These children are described as Young Children with a Developmental Disability.

Philosophy

The Early Childhood Special Education Program is based on the philosophy that each child is viewed as a unique individual with the right to grow and develop to his/her full potential in all aspects of life.  Various conditions can cause limitations on "normal" development.  Early interventions can maximize a child's potential and minimize the effects of the disabling condition.  The value of parents as active participants in the education and training of their child and their need for support is also emphasized.

The Early Childhood Special Education Program seeks to identify disabilities and delays as well as strengths for children who are three to five-years-old.  Those identified strengths and weaknesses will determine programming for the individual child specifying goals and objectives to be reached.  We follow Dr. Nancy Peterson's (University of Kansas) guidelines as the intent for our program:

1. Prevent, if possible, early developmental irregularities or problems from persisting and compounding into full blown, diagnosable disabilities.
2. Minimize the effects of physical, sensory, or neurological impairments on a child’s overall development, and ability to interact with the environment and participate in the normal activities of early childhood that promote learning and developmental competence.
3. Prevent, if possible, the development of secondary conditions that may occur when primary disabilities are allowed to interfere with normal experiences and learning so that additional problems/delays develop.
4. Help challenged children learn to cope with their particular disability through early stimulation and training.  By beginning early to teach the skills motivation, curiosity, and behavioral traits the child needs to be a functional/adaptive person, the impact of a disability upon their lives may be reduced.
5. Provide support to parents in dealing with the special needs of their disabled child and to help parents obtain information and gain skills that will facilitate their parenting/care-giving efforts.

The program also stresses the importance of collaboration between various professionals and inter-agency cooperation to provide the best programming for an individual child.  The services provided by the Waynesville Early Childhood Special Education Program include assessment personnel, classroom teachers, speech therapists, clerical staff, occupational and physical therapists, teacher assistants, and a nurse.  Consultant services for hearing impaired, visually impaired, and social/emotionally impaired students are also available.  Many different agencies provide support or services to challenged children in addition to the Early Childhood Special Education Program.  To maximize efforts and minimize gaps in services, representatives from these agencies serve in an advisory position to the special preschool program.

Organization

Our staff is organized so each professional has input into plans and strategies for instruction with other professionals.  This gives your child the benefit of their abilities in the development and implementation of your child's program.

Visiting / Telephoning School

Parents of Early Childhood Special Education students are welcome to call and schedule an appointment to observe their child.  When observing, parents are encouraged to enter the school environment quietly as to not excite or upset the children.  If you need to leave a message or talk with the teachers, please observe the hours our students are in attendance and call before or after those times if possible.

Transferring

If you find that you will be transferring away from the Early Childhood Special Education Program, we need to know at least three school days in advance of the last date your child will be in attendance.  This gives us time to copy information needed for a smooth transfer.  You will be given records to hand-carry to the new school, but the official records will be mailed directly to that new school upon a request from them.

Snacks

Snacks are served daily.  Each parent is asked to provide $8.00 per month for snacks and juice.  The monies collected will allow the staff to purchase necessary ingredients to make the snacks.

The ECSE staff and students will prepare the daily snack.  You may pay by the month or make a payment once a year of $72.00. 

Hours

The Early Childhood Special Education Program has two sessions Monday through Thursday.  The morning session begins at 8:15 a.m. and ends at 11:15 a.m.; the afternoon session begins at 12:15 p.m. and ends at 3:15 p.m.  If determined to be educationally necessary, students attend sessions Monday through Thursday as determined by their IEP.  Speech, physical therapy, and/or occupational therapy services are also provided within the ECSE setting as determined to be necessary for individual children. Fridays are reserved for screenings, staffing meetings, program revisions and evaluation of students.   If your child is going to be absent for several days, please call (452-2005) and let us know.  Staff hours are 7:45 a.m. to 3:30 p.m. Monday through Friday.

Student Arrivals and Departures

Parents/guardians and others who are authorized to pick-up students must sign the student in and out.  A picture I.D. must be shown before the child will be released.  Students who are being transported by parents cannot arrive before 8:15 in the a.m. session or 12:15 in the p.m. session.  Parents must be here to pick-up their children by 11:00 for the morning session or 3:00 for the afternoon session or the child will be placed on the bus.

Conferencing / Progress Reports

The staff at the ECSE Program will be available for conference on Fridays or as needed on an individualized basis.  Progress reports will be sent home on a quarterly basis.

Incidence of ECSE Eligibility

Approximately 5% of the population of three- and four-year-olds will be eligible for Early Childhood Special Education.  Local incident rates are based upon the total kindergarten population of the district.  For example, District C has 200 kindergarten students x 5% = 10.  This means that 10 three-year-olds and 10 four-year-olds would be potentially eligible for early childhood special education services.

Eligibility Criteria

The multidisciplinary team may determine a child is eligible for services when ALL of the following conditions are met:

1. The child's development is significantly below that of his/her peers.  Significantly below is defined as performance at/or below 1.5 standard deviations of the mean on standardized assessment instruments in any TWO developmental areas.
2. At or below 2.0 standard deviations in any ONE area of development except for the area of speech.

Areas of development that can be used for eligibility determination include:

1. Cognitive/adaptive behavior
2. Speech (mechanical production of language)
3. Language (form, content, and use of language)
4. Fine motor
5. Gross motor
6. Social/emotional/behavioral development

The following qualifications apply:

1. Eligibility for the area of speech will be based upon the criteria for articulation, voice, and fluency for students ages five through twenty-one in lieu of statistical standard deviations.  This criterion is also located in Appendix 4 of the Show-Me How II Manual, the District Compliance Plan, and/or the State Plan B for Special Education.
2. Generally, a child with a deficit of 2.0 standard deviations or equivalent levels in either gross or fine motor, or delays of 1.5 standard deviations or equivalent levels in gross and fine motor will qualify if documentation exists of a medically diagnosed physical or physiological condition which causes educationally-related problems.
3. The multidisciplinary team may also document through formal and informal assessment the existence of a significant deficit, making the child eligible for services though the standard scores do not meet the standard, stated criterion levels in 2 above.
4. A licensed psychologist or psychiatrist must be a member of the multidisciplinary team when a child's eligibility is based solely on deficits in the area of social/emotional/behavioral.
5. The team may determine that a child is eligible for services based on expected regression if services were to be terminated even though they are functioning above the stated criterion level and also for the purpose of intensive early intervention.
6. When a visual and/or auditory impairment is present along with resultant deficits in one or more of the areas listed, the impairment must be noted in the diagnostic summary.

The child’s Individualized Education Plan will determine the number of minutes of service(s) per week.  All students placed as a result of a referral from a psychological agency must continue with their regular therapist from the referring agency.  There will be an ongoing release of information to determine continued eligibility.  Behavioral concerns must be displayed in the educational setting to warrant placement for such concerns.

It must be documented that a child's developmental deficits are not primarily caused by environmental, economic disadvantage, or cultural differences.

Service Delivery Model

The ECSE Program is based upon the non-categorical classroom concept.  This grouping has been found to be the best practice in early childhood special education.  We serve children with a wide variety of disabilities.  The two daily sessions have both severely and profoundly disabled children mixed in with children who have moderate disabilities, autism, cerebral palsy and mild retardation.  Transportation is provided at no cost to all students.  Speech and language, occupational, and physical therapies are also provided as specified by the IEP.

Curriculum

The curriculum in the early childhood special education program is very language-based.  We incorporate songs, finger-plays, stories and action games into our daily schedule.   Each week has activities that revolve around a theme.  Many of the activities we do during that week from free play activities to snack to art projects are based upon the theme.  Activities are teacher and student directed.  We incorporate PROJECT CONSTRUCT, the Cognitively Oriented Curriculum, Developmentally Appropriate Practices, and Early Intensive Behavioral Intervention (E.I.B.I.) to best serve the needs of all our students.

Classroom Arrangement

Our classroom is a large open room with specific learning areas in various locations within the room.  Therapy/therapies may be done within the classroom environment in a naturalistic setting as well as on a pull-out basis.

The circle time area is where group activities take place.  Activities include finger-plays, songs, guest speakers, story time, and language sessions.

The art area includes activities of coloring, painting, playing with play-doh, using markers, cutting and pasting, which incorporate many fine motor skills.

The book area has many books the children can look at on their own. 

There is also a kitchen, puzzle, block and Lego building.  The ECSE program also utilizes an outdoor play area to enhance gross motor skills and cooperative interaction.

Transition to Kindergarten

To insure a smooth transition to kindergarten, the ECSE staff will meet with elementary school personnel to provide the names of students with special needs, give a full description of their needs, and explain services provided in the ECSE program.  For both the students entering ECSE from First Steps on their third birthday and ECSE students who are going to kindergarten or the State School for Severely Handicapped, comprehensive reevaluations are done in order to provide information for transition programming.  A link between the school, doctor (if necessary), agencies, and other personnel to provide ECSE services is established.  Also, we link the screening of children in the Parents as Teachers (PAT) program and the Parent and Child Education (PACE) program to assessment in the ECSE program for children with special educational needs.

Documented Parent Contacts

Missouri State guidelines require our program maintain documented contact with each child’s family.  The ECSE Program may meet this criteria in several ways:

1. Monthly progress notes for parents;
2. Phone contact to update parents with questions, concerns or progress;
3. By providing various games/activities, parent child activity events and having individual parent meetings as deemed necessary.

Discipline

The ECSE staff utilizes a quiet/thinking chair for discipline when misbehaviors warrant it.  Parents will be notified for their input if there are persistent problems.   Other behavior issues will be addressed with the child’s I.E.P., as appropriate.  Reasonable physical restraint may be used when required by situations in which the child becomes a danger to his or her self and/or others or is destructive to district property. 

School Supplies

Parents need to provide 2 boxes of tissues, 3” ring binder, glue sticks, diapers/pull-ups and wipes (if needed), backpack, and a complete change of clothing in case of an accident.  If your child wears diapers or pull-ups, please keep a supply of them and wipes either in their backpack or at the school at all times.

Video and Picture-Taking

Video and audio recording and still picture taking by parents are generally not permissible with ECSE students due to confidentiality and distraction factors. The director of special services will determine exceptions to this policy.

Birth Certificates

An original birth certificate with the official seal, which includes the state file number, must be presented prior to being screened by the ECSE program.

Prescriptions for Related Services

Parents need to provide Occupational Therapy (O.T.) and Physical Therapy (P.T.) scripts each year for students who require these services.

Health Policies and Procedures

Immunizations

Every student is required by Missouri law (section 167.181, RSMo) to have written documentation of immunizations in his/her school record.  It is unlawful for a child to attend school unless this documentation is on file.  Two types of exemptions are available:

1. Medical exemption – must be certified by a licensed physician and
2. Religious exemption – must be signed by the custodial parent.  Waynesville Schools require that all students have received the minimum immunization requirements for children attending public schools as mandated by Missouri State Law. 

NOTE:  Free immunizations for nonmilitary families can be obtained from the Pulaski County Health Department by calling 1-573-736-2217 or a doctor of your choice.  Military dependents may receive immunizations by contacting the Immunization Clinic at the General Leonard Wood Army Hopsital (596-1768).

Physicals

Physicals are required of all students entering the Waynesville R-VI schools within 30 days of enrollment.  All other students are required to have a physical on file in the nurse’s office every four years. 

Medications

MEDICATION SHOULD BE GIVEN AT HOME WHEN POSSIBLE.  If this is not possible, a medication authorization form MUST be completed by a physician and signed by a parent for all medications that will be given for long-term periods (greater than 10 days).  STUDENTS MAY NOT CARRY MEDICATION except inhalers or EpiPens when authorized in writing from the physician and parent.  All other medications will be locked in the nurse’s office.  Medication must be in the original container with student’s name; doctor’s name; name of medication; and dosage, time, and route of administration.  Medication authorization forms are available in the nurse’s office, local physicians’ offices (Waynesville/St. Robert), and at clinics at Fort Leonard Wood Hospital.  If the medication is being given for an indefinite period of time, a 30-day supply should be provided to the nurse’s office (i.e. Ritalin).  Medications should be delivered to the nurse’s office by the parent/guardian unless prior arrangements have been made with school administration.  (Keeping track of refills is the responsibility of the parent/guardian).  Short-term prescription medications may be given at school upon receipt of medication and written request of the parent provided the medication is brought to school in a prescription bottle and the above guidelines listed in bold print have been met.  The prescription label will be considered an equivalent of the physician’s order for short-term medications only.  The school personnel cannot knowingly administer prescription drugs in an amount exceeding the recommended daily dosage listed in the Physician’s Desk Reference (PDR) or other recognized medical or pharmaceutical text.

Non-Prescription Medications

Medications should be given a home when possible.  Over-the-counter medications for colds, coughs, headaches, pain, etc., may be given if written permission from the legal guardian is on file and updated annually in the nurse’s office.  Medication must be brought to school in the original container by the parent/guardian and will be locked in the nurse’s office.  Administration of over-the-counter medications does not require a prescription as long as school personnel administer the medication according to the specific directions outlined on the manufacturer’s label and administer only those medications approved by the FDA.  Medications in envelopes, plastic wraps, lunch boxes, etc., should not be brought to school.  NO medications should be carried by a student except an inhaler or an EpiPen which has been authorized in writing on the medical authorization form by the physician and parent.  It is recommended that an emergency action plan also be on file.

NOTE:  If your child is severely allergic to bee stings, a bee sting kit is requested to be kept at school.  A medication authorization form needs to be completed by the parent, signed by a physician, and kept on file in the nurse’s office.  An emergency action plan should be on file in the nurse’s office.  The school will not administer medications unless the school’s student medication policy is followed.

Communicable Diseases

It is unlawful for any child to attend a public school while afflicted with any contagious or infectious disease, or while liable to transmit such disease after having been exposed.  Communicable diseases include but are not limited to: head lice, impetigo, conjunctivitis (i.e. pink eye), scabies, ringworm, etc.  If a student is suspected of having any contagious condition, the student will be sent home with a form from the nurse’s office.  A physician must send a statement to the school verifying that the student was seen by a physician and is being treated or is no longer contagious.  NOTE:  The Waynesville R-VI School District requires that students who have been sent home due to possible infestation of head lice must not return to school until proof of shampooing for lice with an approved lice shampoo has occurred and ALL NITS (lice eggs) have been removed from the hair.  Nit combs are available at local pharmacies in Waynesville/St. Robert to assist in nit removal.  Students returning to school must be cleared through the nurse’s office before readmission is allowed.  Parents are requested to bring students to the school nurse’s office for this screening and to present to the nurse proof that approved medical treatment has occurred.  A physician’s statement is not necessary for head lice.

Screenings:

Vision and hearing screenings are done annually for students in the program.  If problems are noted, the school nurse will contact the parents by mail or send a referral home with the student.  Vision or hearing screening is also completed when requested by a parent or through a teacher referral process.

Illness and Emergencies:

THE NURSE IS NOT A DOCTOR AND CANNOT DIAGNOSE OR ORDER TREATMENTS.  The health room is not equipped to let a sick child remain for more than one hour.  It is very important that the nurse have current phone numbers where the parent can be reached, especially in emergency situations.  Please send updated home, work and emergency phone numbers.   If your child has a particular health problem, please send all information available concerning diagnosis and treatment to the school nurse.  It is important that health records of every student are updated and that the school staff is informed of your child’s health problem.

NOTE:  If a student has a temperature of 100 degrees or more or is vomiting, the student will be sent home.  He/She should remain home for a period of 24 hours without fever or vomiting (and without medication) before returning to school.  Release of the student from school for vomiting is the responsibility of the school nurse or trained school staff.

Unfortunately, this is a very brief note and cannot cover all aspects.  Please feel free to call the school nurse if you have any questions, at 452-2007.

Pictures/News Media Releases

We will request a news media release form be signed for all students enrolled in the ECSE program.

Cancellation of School

Any time severe weather strikes, it is of vital importance to consider the safety of students getting to school or getting home.  This is especially true when there are over 5,300 students as there are in the Waynesville School District.   The Early Childhood Special Education Program is included in the Waynesville School District.  School could be called off at any time by our superintendent.  When this happens during school hours, students will be sent home before the situation worsens.   The cancellation of school, however, more often occurs overnight.  Our NEW method of communication is Cable Channel 12.    You will also hear cancellations on the local radio stations and television channels.  REMEMBER, IF THE WAYNESVILLE SCHOOL DISTRICT SESSIONS ARE  CANCELLED, THE ECSE PROGRAM WILL NOT BE IN SESSION.

Bus Regulations

“A Responsible Student”

I would like to take a few moments to ask each and every one of you to join our safety team.  I would like to secure your cooperation by what is generally considered to be normal and proper behavior on and around the school bus.  By following a few rules a responsible student will:

1. Be on time at the scheduled stop.
2. Wait until the bus comes to a full stop before attempting to get on or off the bus.
3. Go directly to his or her seat, sit down, keep quiet, and stay there until the bus comes to a complete stop at the assigned stop or school.
4. Don’t leave books, lunches or other articles on the bus.  Do not eat or drink on the bus.
5. Obey the rules that have been established for school bus riders.

Remember, your safety and the safety of others depends on you.

Bus Regulations

Due to the handicaps of some of our children, we require the following (these are especially relevant to the students evolved in the ECSE program):

1. An adult over the age of 18 is to be present to put the child on the school bus and receive the child as they are dropped off at the end of the school day.  The bus driver is not allowed to release the child in the custody of a person that is under the age of 18.
2. Proof of I.D. must be presented to the bus driver if there is a new person picking up the child.  The school must be notified 24 hours in advance of all changes.
3. Bus scheduling by the school may change frequently due to the departure or arrival of a new student to the program, therefore it is very important to maintain consistency with drop-off and pick-up addresses.  Parent changes to the bus schedule are limited to emergencies only.  If you are changing childcare providers or moving please allow 3-5 days for a bus schedule change.  All changes must be authorized through the ECSE program and the transportation department.
4. Students must have all items secured in their book bag.  No toys are allowed.
5. If parents/child care provider is not available to get student off the bus, on two occasions, a call will be made to Division of Family Services.

“Don’t Lose Your Riding Privilege!”…Follow These Rules

1. Observe same conduct as in the classroom.
2. Be courteous, use no profane language.
3. Do not eat or drink on the bus.
4. Keep the bus clean.
5. Cooperate with the driver.
6. Do not be destructive.
7. Stay in your seat.
8. Keep head, hands, and feet inside the bus.
9. Bus driver is authorized to assign seats.

Final Thoughts

This handbook is given to help answer questions that may arise.  If you have other questions or concerns please feel free to call the school at 452-2005 at any time.