WHAT HAPPENS NEXT?

The Transition Process (When Your Child Is Three Years Old)

A Resource Guide for Parents of Children with Special Needs

Developed by the Rocklin Unified School District Preschool Special Education Team

Dear Parents:
What comes next? And who is going to help me know what I need to know, and do what I need to do?
The unknown can be really scary. This guide was developed as a way to help you understand the timelines, information, resources and options available to you and your child. It is our hope that it will make your childs transition to preschool services less intimidating and more understandable. As your child approaches age three, you may be leaving an early intervention program and transitioning to a preschool program. Or this may be your first involvement with any intervention services. Either way, change (even positive change!) can be stressful. As a parent or caregiver, you have a great deal of information to share about your child. You are the person who can BEST describe your childs abilities and challenges, and help the team to get to know your child. As you start this transition process, we encourage you to think of it as a celebration of what your child and your family have accomplished. This is also a time to think ahead to the future. First, think about where you are as a family. Then, think about your hopes and dreams. And finally, think about where you want to go from here. Your child may not need additional help at this time; if you have concerns later about how your child is developing, you can always contact our school district. Transitions are a process; they are not permanent, nor are they an end in themselves. Think of this as an ongoing process that will change, transform and progress as time passes. This guide has been divided into several parts, focusing upon preschool services. They include information about eligibility, service options, things to keep in mind when checking out a preschool program, timelines, and ways to prepare your child (and yourself) for the transition from Infant services to Preschool age services. Your Service Coordinator and the Rocklin Unified School Districts Preschool Assessment Team will be valuable resources to you during this transition. Be sure to contact them with ANY questions or concerns; when it comes to this process, there is no such thing as a silly question! It may also be helpful to talk to other parents who are also going through this process, or who have completed the transition with their child. Remember that we want to be partners with you and your child. Our goal is to give your child the support and skills needed to be as successful as he or she can be. We look forward to working with you and your child.

Take care, The Preschool Team Rocklin Unified School District

Table of Contents
A letter to parents Table of Contents Introduction Will My Child Still Be Eligible For Services? What Kinds of Preschool Programs are There? What Are Our Options for Preschool? What Can You Tell Me About Special Education Programs? Least Restrictive Environment What Resources are Available? Acknowledgements Notes 1
3

5 7

11 17
25 30 35 41 42

Introduction
This guide has been divided into several parts, focusing upon preschool services. The sections that follow include information about eligibility, service options, things to keep in mind when checking out a preschool program, timelines, and ways to prepare your child (and yourself) for the transition from Infant to Preschool age services. As a parent or caregiver, you have a great deal of knowledge about your child. We hope that this guide will help you to become familiar with the range of services and programs that are available for preschool age children in our area. Your knowledge and familiarity with the types of programs and service options that are available will help you in making decisions with your family.

RUSDs Preschool Assessment Team wants to make your familys transition to Preschool services as easy and stress-free as possible. To help you through this process, members of the RUSDs Preschool Assessment Team will contact you directly. You can also contact members of the team through RUSDs Special Education Department at 916-630-2232.

The Assessment Team Coordinator for my child is

____________________________________________

Her phone number is

_____________________________________________

Will My Child Still Be Eligible For Services?

Eligibility is very broad under Early Start. An infant or toddler is eligible for services if he or she has one of the following: -A developmental delay -A condition which has been established as being at risk or having a high probability of leading to a developmental delay -A biomedical risk factor for developmental disabilities. These apply across all public agencies.

At age three, eligibility becomes more complicated, as criteria become more specific and distinct. Each agency from which you may seek services has its own laws and regulations regarding eligibility. This means that you may or may not qualify for services from an agency, which provided services when your child was younger than three.
Before your childs third birthday, you will want to discuss your childs possible eligibility for services (as a preschooler). Your Service Coordinator is one resource; your Service Coordinator could be your contact through Alta California Regional Center or the Infant Program. For information about specific educational eligibility requirements, contact your local school district.

A quick comment about eligibility for educational services

After age three, children are eligible for special education services if they qualify under one of the following categories: -Autism. -Deaf-blindness. -Deafness. -Hearing impairment. -Mental retardation. -Multiple disabilities. -Orthopedic impairment. -Other health impairment. -Serious emotional disturbance. -Specific learning disability. -Speech or language impairment in one or more of voice, fluency, language and articulation -Traumatic brain injury. -Visual impairment. -Established medical disability.

In addition, the child must: Need specially designed instruction or services Have needs that cannot be met with modification of a regular environment in the home or school, or both, without ongoing monitoring or Meet specific eligibility criteria.

A preschool age child is not eligible for special education and services if that child does not meet the eligibility criteria and his or her educational needs are due primarily to: Lack of familiarity with the English language. Temporary physical disabilities. Social maladjustment. Environmental, cultural, or economic factors.

Each childs IEP (Individualized Education Program) Team determines if he or she is eligible for special education services. This decision is based upon information provided by parents and caregivers, as well as the results of assessments, such as those conducted by Infant Services providers and RUSDs Preschool Assessment Team. (See pages 19-21 for more information.)

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What Kinds of Preschool Programs are There?

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Introduction to Preschool Programs

A wide variety of private or community preschool programs are available in our area. These programs may include a half-day preschool or a combination preschool/child care program. Preschools may be operated by private corporations, religious organizations, or individuals. The location of these programs may be in a business, within a church, synagogue, or even in a home. Program hours vary, but preschool is generally a half-day program two or three days a week for three year olds and three to five days a week for four year olds. Preschool programs have many different ideas about how to plan activities for young children. They also have different ways of grouping children and different expectations of the skills that children should learn in preschool. Preschool programs are licensed by the State of California and must meet certain standards regarding space, cleanliness, and adult/child ratios. Costs for private preschool programs vary greatly.

Differences Between Infant Development Services and Preschool Programs

Preschool programs are based on an educational model. Children generally go to a classroom to receive services. Instruction is primarily provided in small and large groups. Many infant programs are based on a therapeutic model delivered in your home or in a center. Infants and their families receive intervention services individually or in small groups. Emphasis of the Preschool Program: When your child begins a preschool program, the emphasis shifts from therapy to your childs educational needs. As your child grows older, more and more emphasis will be placed on helping your child be independent in the least restrictive setting. The emphasis of the preschool program will be on learning how to interact with other children and adults, learning social skills, and learning in groups, as well as meeting your childs unique needs. There will be less emphasis on individual, intensive therapy as in the infant program. Services and therapy are determined for your child based upon educational need. The focus is also upon your child, rather than family services. As a result, your child may qualify for different services than they did in the infant program. Group versus Individual Instruction: Teaching in preschool is generally accomplished in whole group, small groups, or at learning centers. Length of Day and Number of Days per Week: The schedule for your childs preschool program will probably be quite different from the infant program. Generally, preschool programs meet from two to four half days per week. Some
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private programs also provide childcare services. Your child may be spending more time per day in a preschool program than in an infant program, or the total time may be less, if that is what meets your childs educational needs.

Location of the Program: Special education programs are typically offered on public school sites. Sites for community preschool programs may vary. Your child will have many opportunities to be with other children and to participate in a variety of activities. Transportation: Your local school district may provide bus transportation to special education preschools. Head Start also provides some transportation. Private preschools may or may not have transportation available. You may continue to transport your child as you did in an infant program, or you may want to utilize the bus. Your child does not have to ride a bus until you decide that its right for your family.

Parent Involvement
Ways for you to be involved in your childs preschool program will be different than in the infant program. Although you may not be in your childs classroom on a daily basis, there are many ways that you can participate in the preschool program. Your involvement in the preschool program, as well as later on in school, is just as important as when you provided stimulation for your child in the infant program. Some ways for you to be involved in your childs preschool program include: -Talking on the telephone with your childs teacher -Sending notes to and receiving notes from the teacher -Talking briefly with the teacher when you pick up your child from school -Receiving progress report notes from your childs teacher -Attending IEP meetings and parent/teacher conferences -Observing your child in the classroom -Offering to make materials for the classroom, or donating items you no longer use -Joining parent groups at your childs school -Volunteering your time to help the teacher in your childs classroom

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Suggested Steps for Investigating Preschool Options

Getting started with the search for a preschool program for your child is often the most difficult first step. Here are some suggestions for beginning your search. Begin to determine the unique needs of your child and family. You know your child best. Does your child feel most comfortable in large or small groups or in individual settings? Does your child need more experience with peers and adults other than family members? Do you want your child integrated and included with typically developing children, or do you want your child to be educated with other children who have special needs? Is your child potty trained? Does your child have special physical or equipment needs? Does your child have medical needs, which will need attention at school? What activities does your child enjoy? Does your family need program hours to accommodate work or school schedules? How much are family members able or willing to participate in the preschool program? Think about the environment that you feel would best suit your child. Identify several programs that might be beneficial to your child. Your Service Coordinator and/or Infant Specialist can help with this. Friends, relatives, other parents, and professionals can all provide recommendations for programs they might know. Prepare to investigate these programs by developing a list of questions that you can ask on the phone or in person. A sample checklist is included on the next page. Screen programs by telephone calls. This saves you time and helps you eliminate programs that are not suited for your child. Narrow your list down to the programs you feel would be best for your child. Arrange to visit programs, if possible. Different programs have different policies on visitation. If you cannot visit immediately, ask to talk with the classroom teacher and/or parents already involved in the program. Prepare a list of things you want to observe on your visit or use the checklist. Make notes after the visit of the things you liked or didnt like about the programs and the things that might be beneficial to your child.

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What Are Our Options For Preschool?

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OPTIONS AVAILABLE FOR PRESCHOOLERS

COMMUNITY PROGRAMS
You may want to consider various programs in the community for your child including preschool classes offered by the local Recreation and Park District (for example City of Rocklin Preschool), swimming classes, gymnastic classes, parent and child classes, etc. We are fortunate to have many recreational programs for children and their families. These programs can be a wonderful way for your child to learn social and play skills in a group with other children.

COMMUNITY PRESCHOOL PROGRAMS

Parent Participation Classes allow parents or care givers to participate with their child in a developmentally appropriate preschool program. A variety of class schedules are offered throughout the week. Parent participation in the program decreases, as children get older, so that the preschoolers have increasing experience in larger groups. Parents are able to learn skills for working with their child as well as support other parents in the program. These classes have a minimal cost to parents.

Head Start is a federally funded preschool program that primarily serves children from low-income families. Head Start is required to have a portion of its population made up of children with special needs. Head Start is a half-day program with morning or afternoon sessions. Some transportation may be provided for children. Due to space limitations, Head Start gives priority to 4year-old children who meet income guidelines, and to children with special needs. There is no direct cost to parents for this program; however, parents are strongly encouraged to volunteer time in the classroom or on various advisory committees. If you are considering a Head Start placement, it is helpful to invite the Head Start Special Education Coordinator to your childs transition IFSP meeting.

State Funded Preschool Programs are half-day preschool programs, which have some income requirements for families. These programs provide developmentally appropriate instruction for children. Parent involvement is encouraged. If you are considering this as a placement, it is helpful to involve a preschool program staff member in your childs transition IFSP meeting.

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Placer County Office of Education Child Development Services is a public agency that provides a referral service to families who may want to find childcare. This agency also provides resources and information for parents and child-care providers, and assists the Placer County community in finding and supporting quality childcare. Requirements vary but may include requiring the parent(s) to be working or going to school, and/or for the family to meet certain income guidelines. PCOE Child Development Services also provides a referral list of childcare programs from which parents or caregivers can choose a placement for their child.

Private Preschool Programs such as those privately owned or affiliated with a church are available within the community at your own cost. Visit the facility and talk to the administrator in order to determine if you feel your childs needs can be served in that setting. Your child would be able to receive Designated Instruction and Services (DIS) such as speech therapy at your local school district site, if your child is eligible. To receive these services from the school district, your child needs to have an IEP (Individualized Education Program).

DESIGNATED INSTRUCTION AND SERVICES (DIS) PROVIDED BY PUBLIC SCHOOLS

DIS services are usually provided to children in addition to a preschool program. However, you may choose to have your child only participate in these instructional services, if that is appropriate. DIS services are determined by the school district IEP Team and may include speech/language therapy, counseling services, vision services, occupational/physical therapy services and others. There is no charge to parents for these services. (The IEP process is discussed later in this booklet.) The following services may be provided, based upon an individual childs eligibility: Speech/Language Specialists see children individually or in small groups to work on goals involving receptive language, expressive language, and/or articulation skills.

Occupational Therapists may assess and/or provide services to those children with motor and/or sensory concerns. This service is provided to assist the child to benefit from his/her educational program, and cannot be the only service a child receives. Referral or assistance with the referral will be given by the local school district.

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Teachers of the visually impaired and orientation and mobility specialists are available to evaluate childrens visual skills and to consult with parents in order to provide appropriate materials and methods that assist the child with significant visual impairments. Teachers of the Deaf/Hard of Hearing are available to assist children with significant hearing impairments. Referral to Placer County Office of Education will be made by the local school district.

COMBINATION PROGRAMS
Many families find it desirable to use a combination of programs for their child. This might include having the child attend a community preschool program and receiving some supportive services from the local school district. Some children attend a special education preschool program two or three days per week and a community preschool program on other days. Some families choose to use other community resources such as recreation or gymnastic classes, religious schools or informal social groups to provide for their childs needs. Because no two children or their families are alike, developing a creative combination program can be a way to individualize and personalize services for a child with special needs.

SPECIAL EDUCATION PRESCHOOLS

The Rocklin Unified School District and the Placer County Office of Education operate a variety of special education classes. These are preschool classrooms for children with identified disabilities who meet eligibility criteria set by the State Department of Education. Preschool children may attend special education preschool programs from two to four days per week for a half day; however, parents may choose to have children attend fewer days or less hours, depending on their childs individual needs. Classrooms are usually staffed by one certificated teacher and one or more instructional assistants. Activities in the classroom are designed to help children reach the goals specified on their IEP's as well as to provide a stimulating developmentally appropriate preschool program.

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Selecting a Preschool for your Child

Adapted from a brochure originally written by the members of the Preschool Language Team of Tucson

Choosing a preschool for your child can be a confusing task. This form provides guidelines for questions to ask about preschools. Identify the items on the following checklist that are important to you. As you look at different programs, determine how each program measures up. You may want to rate each item according to the following system: I = poor 2 = fair 3 = good 4 = very good 5 = excellent If you use the rating system, add the total number of points for each school. The schools with the highest totals will provide the best programs for your child.
PROGRAM
0 0

Teachers and teachers' aides provide the children with guidance during activities. Staff members create a warm and comfortable environment for the children. Staff members communicate well with children.

SERVICES PROVIDED
0 0 0 0 0 0 0

Physical, occupational, and/or speech therapy are available. Special education teachers assist in the program. Individual therapy is available. Group therapy is available. Mainstreaming into a regular preschool program is available. Toilet training is available. Nutritious meals and/or snacks are provided.

0 0 0

0 0 0

The atmosphere is relaxed and accepting of children. A written statement of policy concerning behavior management is given to parents. You can enroll your child at a convenient time. The length of the day is appropriate. There is a daily schedule with a good balance of structured activities and free play. The age range of the children in the program suits your needs. Fees are acceptable. Financial aid is available.

PARENT PARTICIPATION
0 0 0 0 0

Parent/teacher conferences are scheduled regularly. Parent participation in activities is encouraged. Parent participation in activities is required. Observation by parents is allowed. A parents organization or support group exists.

FACILITY
0

STAFF
0 0

There are enough adults to guide and supervise the number of children at the school. The adults responsible for the program are certified teachers or therapists.

Classrooms are sectioned into areas for play, work, or quiet times. Space is provided in the classroom for a clothes bin or work bin for each child. There is adequate space provided for the number of the children in the program.

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TRANSITION OPTIONS
0 0

0 0

Adequate heating and cooling is provided. There is an outdoor play area, which consists of grass and dirt, covered and uncovered hard and soft areas. There are sufficient drinking fountains inside and outside. There are enough restrooms available.

0 0

ACTIVITIES
0

0 0

0 0 0 0

0 0 0

There are a variety of activities so that each child has a chance to be successful. Children are grouped for activities, either by age, skill level, or interest. Learning is recognized as an active process. Children participate in activities and manipulative objects while learning. Children participate in activities that require responsibility, such as watering plants, wiping the table, etc. Activities are planned which are creative and productive. Children participate in indoor and outdoor play. There is enough time allowed for both active play and rest. Children participate in selfdirected, individual activities and group activities. Children participate in both noisy and quiet activities. Imaginative play is encouraged. Activities that encourage language development and talking are included. Music activities, including singing, listening to music, playing instruments, and dancing are included.

Art activities that encourage experimenting and creating are included. Children have opportunities to read and to listen to reading. If there is television watching, adult direction is used to encourage thinking and language skills. Children participate in community programs, field trips, and library visits. Children participate in activities that require large muscle movements, such as running, and small muscle movements, such as pasting and cutting. Children are provided with experiences that stimulate all their senses: hearing, seeing, touching, tasting, and smelling.

MATERIALS
0

0 0 0 0 0 0 0

There are enough materials for a variety of activities, including: sand, water, paint, fabric, clay, crayons, blocks, puzzles, balls, and wheeled toys. Children can supply materials. Toys and safe materials are placed within children's reach. Unsafe materials are out of children's reach. Books on a wide range of interests are available. A variety of "noisemakers" is available. There is a variety of safe playground equipment available. Materials are appropriate for the age and skill range of the children.

VOCABULARY Mainstreaming - Educating children with special needs in the regular school environment with the help of special teachers.

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What Can You Tell Me About Special Education Programs ?

(Through the Public Schools)

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ACCESSING PUBLIC SCHOOLS

If you are considering Special Education services from your local school district, here are some steps youll need to take.

MAKE CONTACT WITH YOUR LOCAL PUBLIC SCHOOL DISTRICT This can happen in a variety of ways. Your service coordinator from the Infant Program or ALTA Regional Center will invite a school district representative to your childs transition IFSP meeting at age two-and-a-half. At the IFSP transition meeting, you can discuss your child with the school district representative, who will explain the possible options and screening/referral process with you. If the school district representative does not attend your transition IFSP, you may want to call them and discuss your child and your concerns. The Special Education Department of the Rocklin Unified School District may be reached at 916-630-2232. Your Service Coordinator can also share information regarding your child. Many districts have a variety of prescreening activities in which families may choose to participate, including informal assessments, checklists, interviews and observations. These can be helpful to the district and family in facilitating a smooth transition. Whether or not you participate in prescreening activities, you may want to request an assessment for special education, which you may do at any time. You must put it in writing, sign, and date it, and submit it to the Director of Special Education. If you do this, a very strict timeline begins. If a written request for a referral has been received, your school district must contact you to sign an assessment plan and begin the assessment process within 15 days. If you participate in prescreening activities and you and the district decide to begin a referral, or if you request an assessment for special education services (in writing), the next step will be the Assessment Plan. ASSESSMENT PLAN You will receive an Assessment Plan (a form), which indicates specific areas of development to be tested, possible or suggested tests and the specialist(s) who will administer them. Feel free to contact the school districts Assessment Team Coordinator (the individual who contacts you to sign the plan), and/or your Service Coordinator to discuss anything about the Plan. If you are satisfied with the Plan, sign and date it. The next step will be assessment.

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ASSESSMENT Your childs assessment appointment is an opportunity for you to share information with team members from you local school district to gain additional information and insight into your child's strengths and needs and to discuss your future plans for your child. Prior to your child's assessment take time to think about your child's unique abilities and strengths. Also think about your child's current needs and needs you are concerned about in the future. You may want to write these thoughts on a list or use the worksheet in this section to record your ideas. You should also think about the short-range and long-range goals that you have for your child. In addition, if you are able to bring or send copies of reports or assessments completed by other agencies, this will be very helpful to your school district. The actual assessment process for you and your child will vary according to your childs needs and the school district in which you live. If your child receives services through the Infant Program or ALTA Region Center, those service providers will conduct or update their assessments and provide that information to the district. In Rocklin, you may meet individually with different members of the assessment team or you and your child may be involved with several of the team members during your appointment. The assessment may include informal assessments, checklists, interviews and observations. Audiological screenings are also provided to rule out a suspected hearing loss or hearing difficulties; the school nurse will complete this screening. Children usually enjoy the assessment process. Please dont worry or be concerned that your child wont perform during the assessment. Remember that you are a member of the team and that you provide valuable information about your child. The goal of the other members of the team is to generate additional information about your child to assist in planning a preschool program and to answer any questions that you may have. At the conclusion of the assessment, the assessment team will make arrangements for your childs IEP meeting. This includes scheduling a date and time. You may invite anyone to the meeting who has an interest in your child, including other professionals who have worked with your child, family members, care givers, friends or other support persons. INDIVIDUALIZED EDUCATION PROGRAM The IEP meeting is required by law and has several purposes. The first purpose is to determine your child's eligibility for special education services. This

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includes reviewing the assessment information and deciding as a team whether your child meets the state specified criteria as a child who requires special education. If it is determined that your child is eligible then the team will develop long range (one year) goals and short range (three to six months) objectives in all the areas where your child has identified needs. Based on these goals and objectives, recommendations for your child's program will be made. These may include a classroom placement and/or DIS services. All ideas and information discussed during this meeting are recorded on an IEP document and a copy will be given to you. Everyone participating in the IEP meeting will be asked to sign this document. You will also be asked to sign a second time, indicating whether or not you agree with the goals, objectives and services described. If you disagree with the recommendations, you do not have to sign the IEP. You can think about it for awhile and sign at a later date, or you can sign and indicate the parts about which you do agree. If you disagree with any of the recommendations regarding your childs program, and are unable to resolve the disagreement, there is a process that you can follow in order to resolve any disagreements with the school district. At the conclusion of this meeting, be sure to make arrangements to visit your childs proposed program and find out if anything is needed to register your child for that program.

REMEMBER: RUSDs Preschool Team knows that this can be a confusing and overwhelming process. Because of this, we are committed to working with you to making the assessment and IEP process as parent-friendly as possible. Please talk to your childs Assessment Team Coordinator if you have any questions or concerns!!!

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Least Restrictive Environment

The State and Federal Laws that govern special education services require that the IEP Team determine placement based on the child's goals and objectives' and taking into account the Least Restrictive Environment for that child. Least Restrictive Environment is defined as the setting that is closest to a typical setting (where children of the same age would be educated) that can meet the child's needs. The movement towards integration and inclusion of children with special needs is based on the concept of Least Restrictive Environment. The Rocklin Unified School District has developed a partnership with the City of Rocklins Preschool Programs to provide access to typical peers and preschool experiences for students enrolled in RUSDs preschool special day class programs; supports for students enrolled in other preschool special education services may be provided, based upon the individual students goals and needs.

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Infant Program Transitions

Note: Children initially referred to the Infant Program between the ages of 2-8 and 3-0 should be referred directly to the school district.

Child is receiving Infant Services

Child turns age 2-6

6 month transition planning meeting is held. District program specialist is invited to attend. Preschool team is informed of meeting; team representative attends, if available.

Child turns age 2-9

District preschool staff contacts parent. Home visit is scheduled; assessment plan is signed. Parent is given copy of the districts transition guide. Records are requested.

Initial screening/assessment is conducted.

Between ages 2-9 and 2-11

District program options are described and discussed with parents. IEP is scheduled.

Child turns 2-11

All records from service providers are received by school and parent at least one week prior to the IEP. IEP is held. Program visits are scheduled based upon the recommendations of the IEP team.

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Child Find Process

Parent contacts District Representative with concerns

District Representative completes Initial Contact Form and forwards to preschool teams Referral Coordinator.

Contact Form is reviewed by the Referral Review Team, which meets weekly. Team determines who should make contact with parents.

Team Representative(s) contact(s) parents and schedule screening

Screening is conducted. Team members determine whether an evaluation for possible special education eligibility is needed. If appropriate, process continues according to Special Education Timelines.

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Sharing Information about Your Child

The following information pages are designed for you to share information about your child. You may complete these forms and take them with you to your child's assessment appointment and/or IEP meeting. Use additional paper if necessary. Our child's favorite toys and activities are:

Our child's favorite foods are:

Things our child does not like are:

Important people in our child's life are:

Our child communicates his/her wants and needs by:

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Our child is really special. Here are some neat things about him/her that we want you to know:

When our child wants to move around, he or she will:

Our child can do things by him/her self: (eating, dressing, toileting, bathing)

Some of our concerns are:

Some of our goals for our child are:

We need more information about

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What Resources are Available?

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Alphabetical List of Resources

This list is not all inclusive. A comprehensive list of resources can be obtained through First 5 of Placer County Network of Care for Kids. placer.networkofcare.org/kids/home/index.cf m and Warmlines Family Resource Center in Placer County www.warmlinefrc.org

ARC Placer Infant Development Program

Advocacy Choices and Resources

Infant and toddler inclusive playgroup environment for children with special needs Jackie Clark 9166521025 pidpp@hotmail.com
Auburn Taekwando

Day program for children (0-3 years) with developmental disabilities

401 Vernon Street Roseville, CA 95678 916-781-3016 916-624-2467 Alta California Regional Center

Provides scholarships for children up to 5 years of age to participate in the little Ninja program that focuses on improving childrens basic motor and listening skills.
220 Palm Avenue Auburn, CA 95603 Dan Lovas 530-887-0215 lovastkd@aol.com

Support for individuals with mental retardation or other developmental disabilities (and their families)
2135 Butano Drive Sacramento, CA 95820 916-978-6400 ARC & Early Head Start

California Childrens Services

Case management and authorization of treatment services for children with certain physical limitations and diseases.
11484 B Avenue Auburn, CA 95603 530-886-3630 Caring About Kids

Infant and toddler - inclusive playgroup environment for children with special needs.
Deb Koss 916-652-4360 bndkoss@starstream.net

Jackie Clark 916-652-1025 pidp@hotmail.com

Provides attention and support to children through mentoring, advocacy and parenting.
1141 High Street Auburn, CA 95603 530-889-2401 www.caringaboutkids.org

Annie Toor 530-885-0432 annietoor@usa.net

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Childrens System of Care

Early Head Start Baby Steps

A comprehensive, integrated team, designed to meet the special behavioral needs of at-risk children and their families. Includes staff from Childrens Mental Health, Child Welfare, Probation, Education, Substance Abuse Services and Public Health
11716 Enterprise Drive Auburn, CA 95603 530-889-6700 www.placer.ca.gov/children/children.htm Childrens World Learning Centers

Early intervention services

5400 Barton Road Loomis, CA 95650 1166 High Street Auburn, CA 95603 916-652-3284 Kindercare

Childcare
2251 Sunset Blvd Rocklin, CA 95765 916-315-3399 La Petite Academy

Daycare
3431 Marlee Way Rocklin, CA 95677 916-782-2101 916-624-7831 Collaborative Child Mental Health

Childcare
5820 Stanford Ranch Road Rocklin, CA 95765 916-624-4816 Little Orchard Preschool

Provides early identification and follow up mental health services to children ages 0-5.
Connie Arney 530-889-6728 carney@placer.ca.gov

Childcare/preschool
5895 Brace Road Loomis, CA 95650 (916) 652-4973 Merryhill Country School

Jackie Clark 916-652-1025 piddpp@hotmail.com

Julia Richardson 916-625-2515 pidp@hotmail.com

Preschool/Childcare
4149 Rocklin Road Rocklin, CA 95677 916-624-4511

Bud Bautista 530-889-6759 bbautist@placer.ca.gov

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Munchkin Mania

Placer County Health and Human Services Managed Care

Childcare
4500 Pacific St. F & L Rocklin, CA 95677 2704 Pecan Ct. Rocklin, CA 95677 916-630-7529 Parents Advocating for Kids

Resource and referral for parents of ASD children and children with other special needs
11730 Enterprise Drive Auburn, CA 95603 Larry Anderson 530-886-3619 lcanders@placer.ca.gov

Support group for parents of children with special needs

William Sorensen 916-632-101 bar-t@pacbell.net

Sue White 530-886-3615 swhite@placer.ca.gov

Placer County Office of Education

Educational services
Phoenix School

Childcare/preschool
2820 Theona Way Rocklin, CA 95765 916-415-0780 Placer County Children and Families Commission

360 Nevada Street Auburn, CA 95603 530-745-1389 PCOE Childcare Resource and Referral Services

Assistance in finding childcare

1230 High Street #114 Auburn, Ca 95603 Jill Harper 530-745-1381 Jeannette Lovejoy 530-885-3465 jlovejoy@childcare.placercoe.k12.ca.us

Support for children and their families to reaching their full potential.
The Shiloh Center (meeting location) 905 Lincoln Way Auburn, CA 95603 530-889-6772 Don Feretti, Coordinator dferett@placer.ca.gov

Darcy Roenspie 530-885-2682 droenspie@childcare.placercoe.k12.ca. us

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PCOE Hanen Program

Ride To Walk

Training for parents of preschool children with autism

360 Nevada Street Auburn, CA 95603 Melody Roy 530-888-0174 mroy@placercoe.k12.ca.us Placer Early Childhood Relationship Support Project

Provides recreational activities for the entire family, including children with special needs.
8485 Barton Way Granite Bay, CA 95746 916-791-2055 Rocklin Unified School District

Educational Services
2615 Sierra Meadows Drive Rocklin, CA 95677 Special Education Department 916-630-2232 Special Education Parent Advisory Committee (SEPAC) Parent Representative Jessica Graustein 916-624-5088 rocklin_SEPAC@yahoo.com Treehouse Learning Center

Early childhood mental health and social emotional development for children (birth to five), their families and community providers who work with infants and children
Julia Richardson 5795 Saunders Ave Loomis, CA 95650 Michael Rahilly, Ph.D 401 Vernon Street, Suite B Roseville, CA 95678 916-652-2515 Ready to Succeed: UC Cooperative Extension

Childcare
4500 Tuttle Drive Rocklin, CA 95677 916-632-1622 WarmLine Family Resource Center

Early literacy and school readiness

DeWitt Center 11477 E Avenue Auburn, CA 95603 Sharon Junge 530-889-7385 Paula Anderson 530-889-7350

Information, resources, referrals, parentto-parent support

1010 Hurley Way #290 Sacramento, CA 95825 Main office 916-922-9276 Anne-Marie Arrow Community Resource Parent 916-435-2020

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Acknowledgements
This guide was made possible through the efforts of many individuals in the Rocklin area. SPECIAL THANKS TO: The children with special needs, and their parents, who have taught all of us about Transitions ...

SPECIAL THANKS AND ACKNOWLEDGEMENT TO: The Ventura County Special Education Local Plan Area, whose Whats Next After Early Start provided the model for this document. The Rocklin Unified School District, its staff and students.

This booklet was developed by the following members of the Rocklin Unified School Districts Preschool Special Education Team: Sheila Ammons, Special Day Class Teacher/Early Childhood Special Education Kerry Kurtzman, Speech and Language Pathologist//CDD Teacher Cynthia Tekus, Speech and Language Pathologist//PPPIP Teacher Barbara Lewis Mill, School Psychologist

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Notes:

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