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SPECIAL VOCATIONAL PROGRAM GUIDECHILD CAREYOUR VIEWS ARE IMPORTANT Aft SPECIAL VOCATIONAL PROGRAM GUIDECHILD CAREYOUR VIEWS ARE IMPORTANT Aft

SPECIAL VOCATIONAL PROGRAM GUIDECHILD CAREYOUR VIEWS ARE IMPORTANT Aft - PDF document

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SPECIAL VOCATIONAL PROGRAM GUIDECHILD CAREYOUR VIEWS ARE IMPORTANT Aft - PPT Presentation

ThanksFcfipd hete and sealBUSINESS REPLY MAILFIRST CLASS PERMIT NO 168 SALEM OREGONPOSTAGE WILL BE PAID BY ADDRESSEEPublications SectionOregon Department of EducationSalem Oregon 97310No PostageNecess ID: 894331

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1 SPECIAL VOCATIONAL PROGRAM GUIDECHILD CA
SPECIAL VOCATIONAL PROGRAM GUIDECHILD CAREYOUR VIEWS ARE IMPORTANT! After you mad andexamine this publication, please forward your commentsto thepublications staff of the Oregon Department of Education.If you would rather talk by telephone, call us at378-8274.Or, for your convenience, this response form is provided.PLEASE RESPOND so that your views can beconsidered as we plan future publications.Simply cut out the form, foldand mail it back to us. We want to hear from you!Did you read this publication?Did you find the content to be stated clearly andaccurately?_Completely_More than halfLess than half_ JustskimmedDoes this publication fulfill its purpose as stated in thepreface or introduction?Always yes_In general, yesIn general, no_Always no_OtherWere the contents presented in a convenient format?_CompletelyPartlyVery easy to use_ Not at allFairly easyFairly difficultDid you find this publication useful in your work?Very difficult_Other_ OftenSometimesDid you find this publication to be free ofdiscriminationSeldomor biased content towards racial,ethnic, cultural, handl-_Nevercapped, and religious groups, or in terms of sexstereotyping?Which section is most valuable?_Yes, without reservationsYes, with reservationsWhat type of work do you do?_ NoOther_ Classroom teacher_ Consultant toclassroom teachersWhat is your impression of the overall appearance of the_School administratorpublication (graphic art, style, type, etc.)?OtherExcellentWould you recommend this publication to a colleague?GoodFairYes, without reservationsPoorYes, with reservationsNo_OtherWhen this publication is revised, what changes would youlike to see made?Additignal comments. (Attach a sheet if you wish.) Thanks?Fcfipd hete and sealBUSINESS REPLY MAILFIRST CLASS PERMIT NO. 168, SALEM, OREGONPOST

2 AGE WILL BE PAID BY ADDRESSEEPublication
AGE WILL BE PAID BY ADDRESSEEPublications SectionOregon Department of EducationSalem, Oregon 97310No PostageNecessaryIf Mailedin theUnited StatesFold here and seal93 PATTERNS OF BEHAVIORStudents MD:know how to apply objective techniques in guiding the behaviorof children.know how tc set appropriate behavioral guidelines based onchildren's stages of development.know how to help children maintain a sense of self-worth.know how to foster the development of independence and self-discipline in children.know how to apply appropriate guidance techniques withexceptional children. COURSE GOALStudents will know how to apply objective techniques in guiding thebehavior of children.ACTIVITIESPresent students with a hypothetical situation in which a child exhibitsa behavioral problem. As a class, discuss various approaches toinvestigating possible causes. Approaches might include observation,parent conferences, group discussion, or interaction with the child.Using the overhead projector, list the possible causes of the problembehavior.Simulate handling a behavioral problem. Ask students to discuss howthey feel about the approach used, and any other approaches theymight have attempted and why.COURSE GOALStudents will know how to set appropriate behavioral guidelinesbased on children's stages of development.ACTIVITIESAs a class, discuss how labeling children might affect success orfailure in handling problem behavior.Show the filmstrip "Your Child and Discipline" (268). Discuss as aclass.Have students research and report in class on a variety of guidancetechniques. References might include:Dreikurs, Children the Challenge (44)Patterson and Gullion, Living With Children: New Methods forParents and Teachers (100)Dobson, Dare to Discipline (39)Stoner, A Guide to Discipline (116)As

3 k child care personnel to class to discu
k child care personnel to class to discuss methods for guidingproblem behavior. Which techniques seem to yield the best results?Discuss adult-child interactions in the following situations:Behavioral limits set by an adult. Why does the adult set thelimits? How are they defined and maintained? How might thechild respond?2824 An adult fails to define behavioral limits clearly. How might thechild react?After defining behavioral limits, an adult fails to take any action tomaintain :t. How might the child react?As a class, discuss and list acceptable and unacceptable behaviorpatterns in children. How was this behavior treated when the studentswere children, and have approaches changed? What makes certaintypes of behavior "right" and other types "wrong"? How do we learnwhat is right and wrong? Does everyone have the same perspective?How might personal beliefs affect the handling of behavioral situa-tions in an objective manner?Compile slips of paper on which behavioral situations are written. Insmall groups, consider how children would act at different stages ofdevelopment given a specific situation. How might a child's stage ofdevelopment determine the method used for handling the situation?Discuss results as a class.COURSE GOALStudents will know how to help children maintain a sense of self-worth.ACTIVITIESTalk about various guidance techniquespositive suggestion, alter-native suggestion, love and acceptance. How might the techniqueused depend upon the specific circumstance?Discuss positive and negative suggestions. How might each have itsspecific results?Simulate positive and negative suggestions in handling behavior.Which approach is preferred? Which proved the more successful?List situations where making alternative suggestions may be the bestapproach. Discuss h

4 ow providing choices assists children in
ow providing choices assists children in develop-ing decision-making skills and feelings of self-worth.COURSE GOALIIIStudents will know how to foster the development of independenceand self-discipline in children.2925 ACTIVITIESAs a class, discuss stressful situations which children may encounter.How might a child deal with each?Discuss how atmospheres can be estaulished which are conducive toexpression as well as acceptance.Plan activities which allow for personal expression.Simulate methods for helping children handle stress situations.Ask student volunteers to describe new experiences such as the firstday at a new school. Discuss ways to make adjustments to newcircumstances. How does this apply to young children?As a class, discuss new or unfamiliar situations which children mayencounter. How can children be helped to deal with these situations?As a class, talk about fears children often experience. How canchildren be helped to learn the difference between real and imaginaryfears? Ask student volunteers to describe helping a child overcome areal or imaginary fear.COURSE GOALStudents will know how to apply appropriate guidance techniqueswith exceptional children.ACTIVITIESUsing the overhead projector, list a number of guidance techniques.As a class, discuss those techniques which have proven successfulinguiding exceptional children. As a follow-up, invite a panel of specialeducation teachers or counselors,- physical therapists, school psy-chologists, and speech and hearing therapists to class todiscussguidance techniques and the exceptional child.3o26 PLANNING PLAY ACTIVITIESStudents will:be able to plan creative activities to meet children's needs.know how to utilize and create materials which encourage thdevelopment of children's individual styles and skills

5 .know how to encourage children to explo
.know how to encourage children to explore sensory, verbal,musical and aesthetic possibilities through materials and every-day experiences.know how to encourage children to assume responsibility for thecorrect use and care of play equipment and materials.3127 COURSE GOALSStudents will be able to plan creative activities to meet children'sneeds.ACTIVITIESAs background for discussion, ask studentsrio read about play andcreative activities and the needs such activities satisfy.Nimnicht, McAfee and Meier, The New Nursery School (97)Scholastic Book Services, Teachers of Young Children (120)Croft and Hess, An Activities Handbook for Teachers of YoungChildren (32)Taylor, A Child Goes Forth (119)Show the filmstrip "Preparing the Child for Learning" (264).Discuss and experiment with artistic and dramatic materials whichcan be utilized in the classroom (eg, finger paint, sack puppets, playdough, clay, toothpick structures, cornmeal basins, puppets, paint,collage materials).Invite a drama teacher to class to talk about writing scripts forchildren's plays or puppet shows, as well as making puppets andcostumes. Other speakers may include art, band or orchestra instruc-tors, a choir director, science, physical education or English instruc-tors.Have students make toys or play materials from inexpensive re-sources. In class, have students explain what developmental needsare met by the toys and materials.Visit centers in the community which emphasize intellectual develop-ment of children. What types of experiences does each center pro-vide?Have students view the slide and cassette series "Block Building,""Inexpensive Additions to Outdoor Play Equipment," and "Waterplay"(228). Discuss as a class.Discuss planning learning exercises which emphasize one of thefollowing: conceptual e

6 xploration, language skills, perceptuala
xploration, language skills, perceptualawareness, problem-solving or decision-making skills, creative orscientific exploration.COURSE GOALStudents will know how to utilize and create materials which enccur-age the development of children's individual styles andskills.3228 ACTIVITIESDiscuss and have students use the kit "Me, Myself and I: How Pre-schoolers See Themselves" (258).Have students view the film "Children are Creative" (160). As a class,discuss ideas presented on media for the individual child.As a class, discuss ways children's creative endeavors may bE. in-hibited. Brainstorm ways to stimulate creativity and individuality.COURSE GOALStudents will know how to encourage children to explore sensory,verbal, musical and aesthetic possibilities through materials andeveryday experiences.ACTIVITIESIn small groups, have students develop play and creative activitieswhich promote individual style and skill in the areas of art, music,language, science, community involvement, dramatic play, imagina-tive experiences. Ask students to explain and present activities to theentire class.Using the overhead projector, list verbal and nonverbal communica-tion techniques which :lave proven effective in encouraging creativityand individuality in children.As a class, discuss the importance of well-balanced activity programsfor children. List the components of such programs on the board.Conduct a field trip to child care facilities in the community. How doeseach provide a well-balanced program of activities?Have students plan a balanced activity program for a half-dayschedule.Ask students to read the following materials for background on toysafety and the appropriateness of specific play equipment:Brisbane and Riker, The Developing Child (21)Baker and Fane, Understanding and G

7 uiding Young Children (10)"Teens Explore
uiding Young Children (10)"Teens Explore Toy land" from Nino& Teacher (121)U S Department of Health, Education and Welfare, Playing Safe inToy/and (103)Using toys standard for a child care facility, have students evaluateeach in terms of safety, durability and appropriateness for the recom-mended age of the child. Discuss as a class.3329 Invite a representative from an educational materials outlet or toystore to class to discuss materials currently on the market.Ask students in groups to research sources of play equipment, otherthan retail outlets. In class, list the materials and where they areavailable on the hoard. Note the cost of each item.Invite a school or city librarian to class to talk about selecting chil-dren's books and literature (eg, poems, fables, fairy tales, nurseryrhymes, nonfiction) and storytelling techniques. Following the presen-tation, bring a number of children's books to class and discuss thestages of development for which each would be appropriate, as wellas how each meets children's books selection criteria.As a class, discuss criteria for selecting records and musical equip-ment. Conduct a field trip to a child care facility to observe childrenparticipating in musical activities. Note the appropriateness of theactivity for each child.Ask students to make books, storytelling props, or musical instru-ments using recyclable or other inexpensive materials. How does eachproject meet criteria for selecting children's activities?Ask students to research possible sources of books, records andmusical instruments using catalogs, the telephone directory, pam-phlets, referrals and extension resources. Discuss results in class.COURSE GOALStudents will know how to encourage children to assume responsibili-ty for the correct use and care of play equ

8 ipment and materials.ACTIVITIESInvite a
ipment and materials.ACTIVITIESInvite a guest speaker to class to discuss the rationale for teachingchildren to help care for equipment. Possible speakers are child orschool psychologist, child development specialist, or a family coun-selor.Invite a panel of parents to class to discuss household responsibilitiestheir children assume. Following the presentation, ask students toidentify other tasks children might undertake around the house.On the board, list various toys, games, books and records used inlearning activities for children. Ask students to brainstorm methodsfor teaching children to assume responsibility for each.3430 NUTRITION AND LIVING PROGRAMSStudents will:know how to help children develop appropriate personal hygienehabits.know how to select clothing according to the individual child.be able to plan nutritional meals and snacks for children.know how to foster the development of independent eatingpractices in children.know what activities and conditions promote good sleep habits.3531 COURSE GOALStudents will know how to help children develop appropriate hygienehabits.ACTIVITIESAsk students to read Brisbane and Riker, The Developing Child (21)for background information on developing children's hygienic habits.As a follow-up, discuss which hygienic habits are the most importantfor children to develop and ways children might be encouraged to doso.Invite a panel to class to discuss toilet training, including readinesstechniques, and individual differences. Panel members might includea pediatrician, a child psychologist and a child development spe-cialist.COURSE GOALStudents will know how to select clothing according to the individualchild.ACTIVITIESAsk students to read and then discuss as a class How to Select Infants'and Children's Clothing (69).Invit

9 e a representative from a children's sto
e a representative from a children's store to class to discusscriteria for selecting children's clothing.As a class, compile a checklist of features to consider when selectingclothing for infants and children. Discuss clothing displays in terms ofthe checklist.Ask a child care facility representative to class to discuss: the effectsthat self-help clothing has upon children, which self-help features arebeneficial at various stages of development, sufficient time for chil-dren to take advantage of self-help features, differences among chil-dren who have self-help clothing and those who do not.As a class, list any special features which need to be considered inselecting clothing for exceptional children.Have students view Penney's filmstrip "Fire, Fabrics and You" (248).As a class, discuss how this filmstrip applies to children's clothing.3632 COURSE GOALStudents will be able to plan nutritional meals and snacks for children.ACTIVITIESFor background, have students read the National Dairy Council'sFood Before Six (56) and Feeding Little Folks (51). Then ask studentsto plan a day's menu for a specific children's age group.Invite a panel of personnel who prepare food for children to class todiscuss planning and preparing meals. Panel members might includecafeteria personnel, dietitians, parents and child care facility cooks.As a class, list sanitary procedures for preparing food. Ask students tocontact health and sanitation agencies for additional information onprocedures and controls.Using Healthy Snacks (62) or a similar reference, have students planand prepare snacks which are nutritional, attractively served andsuitable for children of various age groups.As a class, discuss food in terms of daily nutritional requirements,especially the individual needs of children

10 .Discuss conditions which contribute to
.Discuss conditions which contribute to a pleasant, relaxed atmos-phere at mealtime.COURSE GOALStudents will know how to foster the development of independenteating practices in children.ACTIVITIESConduct a field trip to a child care facility to observe ways in whichindependent eating practices are fostered. Afterward, discuss otherways to encourage such independence.Visit a local store or invite a representative to class to discuss eatingutensils for young children.As a class, discuss any special considerations in fostering indepen-dent eating habits or planning and preparing meals for exceptionalchildren.3337 COURSE GOALStudents will know what activities and conditions promote good sleephabits.ACTIVITIESInvite parents to class to discuss their techniques for encouraginggood personal hygienic habits in their children, as well as good sleephabits. Following the presentation, list on the board factors which aidin preparing children for bedtime and those which are conducive tosleep. For example:REST AND SLEEPBalance between quiet and stimulating activitiesQuiet activities immediately preceding restAdequate time for routine tasks before bedtimeRegular schedule for naps and bedtimeQ34 HEALTH AND SAFETYStudents will:know how to help children develop good health and safety habits.know common childhood illnesses and appropriate treatmentprocedures.know what constitutes a potential hazard in a child's environ-ment.know how to apply appropriate procedures in handling acci-dents.3935 COURSE GOALStudents will know how to help children develop good health andsafety habits.ACTIVITYAs a class, discuss encouraging good health and safety habits inchildren. Ask student volunteers to discuss health and safety habitsacquired during childhood, and how these habits were taught andre

11 inforced.COURSE GOALStudents will know c
inforced.COURSE GOALStudents will know common childhood illnesses and appropriatetreatment procedures.ACTIVITIESAfter reading about common childhood illnesses, ask students to .construct a chart which lists the following for each: first signs,incubation periods, how illnesses spread, contsgion periods, preven-tion (immunization), care, susceptible ages, ant?! seasons of preva-lence.Invite a public health ur school nurse to class to discus:. necessaryimmunizations for children, and the importance of keeping boostershots up to date.Secure pamphlets, invite guest speakers, show Alms or visit agenciesdealing with health and safety measures applicable to exceptionalchildren.COURSE GOALStudents will know what constitutes a potential hazard in a child'senvironment.ACTIVITIESUsing the overhead projector, list potentially hazardous situations andmaterials. For example:4036 POTENTIAL HAZARDS OF ACCIDENT-CAUSINGSITUATIONS OR MATERIALSToys with sharp edges or surfaced with toxic paintToys Inappropriate to the age level of the childThrowing articles meant for other purposesRunning with articles in hand or running in small, crowded areasSwinging too highClimbing or jumping while unsupervisedClimbing or jumping from unstable surfacesPlaying with matches or lightersStoring flammable or poisonous materials at child's level or inunlocked cabinetsElectrical outlets without safety covers when not in useDangling coltsUnused refrigerators or chestsLarge equipment with moving partsWet surfaces or floors In play areasPlastic garment bag coversUsing the above list and safety regulatIorc in the current child carefacility licensing requirement handbook, developscale for evaluat-ing safety features in child care centers. Asfollow-up, evaluate ahypothetical child care facility using the sca

12 le. Discuss asclass.Ask students to read
le. Discuss asclass.Ask students to read pamphlets from the Oregon State Board ofHealth--Governor's Committee on Horne Safety, and Gerber's Hand-book a Ch/ki Safety Discuss safety precautions generally.COU11811 00.E I.Students will know how to apply appropriate procedures in handlingaccidents.3741 ACTIVITIESObtain the multimedia unit on safety from the Red Cross and review itin class.Ask students to bring in newspaper clippings concerning accidentsinvi'g children. How might these accidents have been prevented?Invite a school nurse, public health nurse or medical-dental represen-tzl:ive to class to discuss first aid techniques appropriate for accidentsana injuries involving children.Ask a panel of fire department personnel, doctors, attorneys, ambu-lance attendants, and public health staff members to class to discussprocedures and skills for handling accidents, including the legalitiesof treating emergencies and appropriate agencies to contact forvarious emergencies.Have students practice first aid techniques for a number of accidentsituations.Using the overhead projector, list procedures and skills for handlingaccidents. For example:PROCEDURES AND SKILLS FOR HANDLING ACCIDENTSObserve situation carefully before taking action.Know first aid.Notify parents.Have on file parental permission to call an ambulance or physi-cian if parent or the child's physician cannot be reached.A238 EMPLOYMENTStudents will know:and be able to apply job-readiness skills.and be able to apply job application procedures.how to locate child care employment opportunities.what local community agencies and resources have to offer.how to maintain child care equipment and supplies in goodcondition.4339 COURSE GOALStudents will know and be able to apply job-readiness skills.ACTIVITIESThroughout

13 the course emphasize spelling skills, le
the course emphasize spelling skills, legible handwriting,correct grammar usage, and enunciation of words.Have students use one or more of the following communication skillsdevelopment materials: the tape "Are You Listening" (225) and thefilm "Berfunkle" (151).Videotape or tape-record students interacting with children. Duringplayback, note the use of correct grammar, enunciation of words,verbal and nonverbal communication, as well as pleasing voice toneand pitch.As a class, list factors involved in working well with others. Askpersonnel working in human relations jobs to class to talk aboutfactors which are important to good human relations.As a class, discuss how gossip can be detrimental to good humanrelations skills.Invite a guest speaker from a child care facility to class to discussprofessional ethics expected of facility employees.Ask a panel of employers to class to discuss what professionalismmeans to them.Ask students to research current and pending legislation and licens-ing requirements through state and federal departments end Chil-dren's Services Division (or local licensing agency) publications.Invite a panel of representatives from the state employment office,private employment agencies and a youth opportunity center to classto discuss the relationship of personal characteristics and hygiene tojob success.Ask students to evaluate their own personal characteristics and hy-giene in relation to possible employer expectations.Ask child care staff to class to talk about factors which contribute tojob success.As a class, discuss what constitutes a nutritionally balanced diet. UseNational Dairy Council materials as a resource (51). How does dietaffect the individual on the job?Ask one or more of the following people to class to discuss ways tomaintain o

14 ptimum health and stamina, as well as go
ptimum health and stamina, as well as good groomingtechniques: representative from a modeling or charm school, cosmet-ics representative, beauty/barber school instructor. Have students keep track of how they spend their time and money fora specified period. As a class, discuss how to manage time and moneymore efficiently.As a class, list any responsibilities accompanying a job which mighthave an effect on time and money management.Talk about confidentiality on the job and why it is important that it bemaintained.As a follow-up, invite a panel of counselors, child care teachers andsupervisors, and social workers to class to discuss the need forconfidentiality of records.COURSE GOALStudents will know and be able to apply job application procedures.ACTIVITIESHave students view the filmstrip "Preparing for an Interview" (265),produced by the Oregon State Employment Division.Invite resource personnel to class to discuss job application tech-niques and procedures. Consider personnel directors, representativesfrom the State Board of Health, State Employment Division represen-tatives, Bureau of Labor staff, supervisors from child care facilities.Have students practice filling out application forms, writing resumes,and applying for work permits and social security cards.Using a videotape or, tape recorder, present several hypotheticalinterview situations with one of the following: school principal, childcare facility supervisor, career or placement service director, person-nel director.As a class, discuss favorable and unfavorable aspects of interviews.Suggest possible questions which a person being interviewed mightask in an interview.COURSE GOALStudents will know how to locate child care employment oppor-tunities. ACTIVITIESList occupations in the child care field, not

15 ing the responsibilities andeducational
ing the responsibilities andeducational preparation needed for each.Contact school or career counselors, community college or universitystaff or a child care educator for more information about the respon-sibilities and educational preparation needed for child care occupa-tions.Ask students to research and report on resources for locating employ-ment. Share findings in class.Using the overhead projector, list child care employment oppor-tunities. For example:CHILD CARE EMPLOYMENT OPPORTUNITIESResources for determining possible occupationsDictionary of Occupational TitlesOccupational services guidesInterviews with personnel presently employed in the fieldColleges and universitiesProfessional organizations and publicationsSchool or career counselorsOther sources listing employment opportunitiesSources for locating openingsNewspaperState employment officePrivate employment officesYouth opportunity centerWord of mouthSchool or career counselorYellow pages of telephone directoryCOURSE GOALStudents will know what local community agencies and resourceshave to offer.ACTIVITIESAsk students to research professional publications and organizations.If possible, attend a professional meeting or workshop.Have students visit child care agencies to learn about available ser-vices. Report on each agency in class, noting the specific services4642 provided by each. Possible services might include- referrals, fieldtrips, guest speakers, meetings open to the public.Invite representatives from community agencies to class or conductfield trips to agencies to learn more about the services they haveavailable.COURSE GOALStudents will know how to maintain child care equipment andsup-plies in good condition.ACTIVITIESAs a class, discuss the necessity and importance of "cleanup," stres-sing

16 the following points: health of children
the following points: health of children, aesthetic value,psychological impact.Visit a child care facility, noting division of responsibilities amongworkers for the care and maintenance of equipment and supplies. Askthe director to discuss the sharing of these duties in the facility, aswell as the importance of keeping the facility clean, safe and attrac-tive.Ask students to determine a possible division of responsibilities atfacilities where they work. Have them include daily cleanup tasks,periodic sanitizing and cleanup procedures, and equipment mainte-nance.As a project, ask students to refurbish a piece of equipment at thefacility where they work.As a class, brainstorm ways to encourage children to care for andproperly use equipment and supplies.43e7.1 ASSESSMENTWhy assess? Assessment is critical to sound instructional planning.Once a school and its community reach a mutual understandingofwhat schooling is to accomplish (once goals and graduationrequire-ments are set), there is a need to know whether such outcomes arebeing reached.In the Goal-Based Planning for Child Care Programs section of thisguide, four sets of desired outcomes were identified: state goals,district goals, program goals and course goals.Once instructional plans are implemented, the instructor must posethe question: Are students attaining desired outcomes, and is thechild care program helping them to reach those outcomes? Thequality of the answers to these questions depends on how wellassessment activities are designed and carried out.Assessment activities involve both group and individual approaches:how well students do in the program as a group helps determine thecourse of the program; how well students doindividually helps in-structors map out teaching strategies.The interrelationship i

17 s shown below. Assessment of eachof thee
s shown below. Assessment of eachof theelements shown in the figure will provide answers to particularkindsof questions.ASSESSMENTS OF GROUP AND INDIVIDUAL PERFORMANCESGROUP PERFORMANCESrelated toDistrict GoalsProgram GoalsCourse Cioa;sINDIVIDUAL PEffFCAMANCESrelated toCompetenciesPersonal GoalsLearning Strengths& WeaknessestoidentifyGROUPNEEDS .toidentifyINDIVIDUALNEEDS..to IMPROVE PROGRAMSby ...adjusting plans, goals, coursemajor activitiesto IMPROVE INSTRUCTICby ...adapting strategies, practicematerials, performancerequirements*Assessment in goal-based planning is described on pages17-30 inthe Elementary-Secondary Guide forOregon Schools.. Part //, Sug-gestions (Salem: Oregon Department ofEducation, 1977).IS45 District goal assessment answers the question: To what extent arestudents attaining the outcomes of schooling the community and itsschools desire?Program goal assessment answers the question: To what extent arestudents attaining the outcomes child care teachers and curriculumplanners desire?Course goal assessment answers the question: To what extent arestudents attaining the outcomes child care teachers desire as accept-able entry-level employment skills?Assessment of personal goals answers the question: To what extentis a student attaining those outcomes designated as of greatestpersonal importance, need, or interest?Assessment of learning strengths and weaknesses answers thequestion: What characteristics reflected by a student's performancecan be seen as enhancing or inhibiting attainment of desired out-comes?In seeking answers to these questions, student performances whichcan be accepted as indicators of attainment of desired outcomesmust be clear. These performance indicators serve to guide theassessment activity in producing the most needed informa

18 tion.Assessment might involve several of
tion.Assessment might involve several of the following approaches:Third party assessment (teachers, parents, educators, advisorycommittees)Administrative assessmentStudent assessment of the program and instruction, as well asthe level of personal satisfactionUse of student monitoring dataStudent pretest and post-test to determine student growthStudent follow-up studySurvey questionnairesA child care assessment/planning guideI46 APPENDIXAJob Descriptions from the Dictionary ofOccupational TitlesBInstructional Analysis for Organizing LearningExperiencesCStatutes Governing Child Care in OregonDBibliographyEAssessment Instrument for Child Care ServicesPrograms APPENDIX AJOB DESCRIPTIONS FROM THEDICTIONARY OF OCCUPATIONAL TITLESFourth Edition, 1977Child Care Attendantincludes the following DOT numbers:301.677-010CHILD MONITOR (dom. ser.) nurse, children'sPerforms any combination of the following duties to attend children inprivate home: Observes and monitors play activities or amuses chil-dren by reading to or playing games with them. Prepares and servesmeals or formulas. Sterilizes bottles and other equipment used forfeeding infants. Dresses or assists children to dress and bathe. Ac-companies children on walks or other outings. Washes and ironsclothing. Keeps children's quarters clean and tidy. May clean otherparts of home. When in charge of infants, may be designated asNURSE, /WANTS (dom. ser.). When employed on a daily or hourlybasis, may be designated as BABY SITTER (dom. ser.).309.677 -014FOSTER PARENT (dom. ser.)Rears homeless or parentless children in own home as members offamily: Organizes and schedules activities, such as recreation, restperiods, and sleeping time. Insures child has nutritious d!et. Instructschildren in good personal and health habits. Bath

19 es, dresses, andundresses young children
es, dresses, andundresses young children. Washes and irons clothing. Accompanieschildren on outings and walks. Disciplines children when required.May return children to parents' home during weekends and holidays.May work under supervision of welfare agency. May prepare periodicreports concerning progress and behavior of children for welfareagency.359.877-028PLAYROOM ATTENDANT (any Ind.) kindergartnerEntertains children in nursery of department store, country club, orsimilar establishment as service to patrons. Reads aloud, organizesand participates in games, and gives elementary lessons in arts orcrafts.Child Care WorkersIncludes the following DOT numbers:355.874-010CHILD CARE ATTENDANT, SCHOOL (per. ser.)Attends to personal needs of handicapped children while in school toreceive specialized academic and physical training: Wheels hand-icapped children to classes, lunchrooms, and treatment rooms. Se-4951 cures children in equipment, such as slings or stretchers, and placesinto baths or pools for physical therapy treatment. Helps children towalk, board buses, put on prosthetic appliances, eat, dress, andperform other physical activities as their needs require. May use hoistto raise and lower children into pools or baths.359.677-010ATTENDANT, CHILDREN'S INSTITUTION (any Ind.)child care attendant; house parentCares for group of children housed in city, county, private, or othersimilar institution, under supervision of superintendent of home:Awakens children each morning and insures children are dressed,fed, and ready for school or other activity. Gives instructions tochildren regarding desirable health and personal habits. Plans andleads recreational activities and participates or instructs chi:dren ingames. Disciplines children and recommends or initiates other mea

20 -sures to control behavior. May make min
-sures to control behavior. May make minor repairs to clothing. Maysupervise housekeeping activities of other workers in assigned sec-tion of institution. May counsel or provide similar diagnostic ortherapeutic services to mentally disturbed, delinquent, or handi-capped children.359.677-018NURSERY SCHOOL ATTENDANT (any Ind.)child care leader; child-day care center worker; day care workerOrganizes and leads activities of prekindergarten children in nurseryschools or in playrooms operated for patrons of theaters, departmentstores, hotels, and similar organizations: Helps children remove outergarments. Organizes and participates in games, reads to children, andteaches them simple painting, drawing, handwork, songs, and similaractivities. Directs children in eating, resting, and toileting. Helpschildren develop habits of caring for own clothing and picking up andputting away toys and books. Maintains discipline. May serve mealsand refreshments to children and regulate rest periods. May assist insuch tasks as preparing food and cleaning quarters.SCHOOL MONITORNo DOT available. A lunchroom or playground monitor.5250 APPENDIX BINSTRUCTIONAL ANALYSISIdentification of Common Functions forChild Care Services OccupationsC.:klist Code1Performs function as directed by another person.2Assists in planning and carrying out the function.3 Responsible for planning and carrying out the function.4 Tasks which may be fulfilled to a similar degree by each occupa-tion.FUNCTIONSAids growth and development.111232Guides behavior.111232Provides for physical needs.11232Plans and uses play activities and creative media.11232Promotes health :,,nd safety.111232Demonstrates qualities required for employment.Performed by all child careoccupations listed.TASK ANALYSIS FOR CHILD CARE OCCUPATIONSF

21 UNCTION: Aids Growth and DevelopmentTASK
UNCTION: Aids Growth and DevelopmentTASKSStimulates growth of independence.11123Helps child develop own individual and unique potential.11123Plans to meet individual developmental needs through observa-tion.111232Establishes an environment aiding in child's physical, social,emotional, and intellectual growth and development.111232Aids child's understanding of the physical self and the surround-ing world.1112raw2Encourageseve opment of child's curiosity and problem-solving ability.1232Plans activities that promote development of large and smallmuscles.111232Selects appropriate activities to promote growth and develop-ment of exceptional children.1112325153 FUNCTION: Guides BehaviorTASKSSets appropriate behavioral limits based on the child's stage ofdevelopment.111232Administers behavioral limits objectively.111232Helps child maintain a sense of self-worth.111232Fosters development of independence and self-discipline.111232Guides child's behavior in adjusting to new situations.1I1232Uses appropriate guidance techniques with exceptional children.111232FUNCTION: Plans and Uses Play Activities and Creative MediaTASKSProvides play and creative materials which encourage the de-velopment of individual style and skill.111232Shares and shows interest in child's play and creative efforts.444444Offers opportunities for free and structured play.111232Provides a variety of active and quiet indoor and outdoor ac-tivities.111232Considers social, emotional, intellectual, and physical needs foractivities.111232Aids in development of motor coordination through play andcreative experiences.11123Encourages exploration of sensory, verbal, musical, and aes-thetic experiences, and materials.111232Selects and uses books, records, music, toys, games, stories, andplay equipment appropriat

22 e for Individual child.11232Evaluates bo
e for Individual child.11232Evaluates books, records, music, toys, games, stories, and playequipment appropriate for individual child, in regard to pur-chasing.232Helps child assume responsibility for the correct use and care ofequipment and materials.11232Plans play activities and creative media to meet the special needsof the exceptional child.232Implements play activities and creative media to meet the specialneeds of the exceptional child.1123252 FUNCTION: -rovides for Physical NeedsTASKSPlans nutritious snacks and/or meals.232Prepares and serves snacks and/or meals.12Uses sanitary procedures in handling and preparing food.-1232Incorporates foods from other cultures.232Provides for unh..arriard meals.1232Encourages a relaxed mealtime atmosphere free from criticismand arguments.1232Fosters independent eating practices.1232Assists attainment of personal hygiene habits.1232Aids in establishing independence in routines of toileting.bathing, and dressing.112,32Allows for a balance between activity and rest.1232Provides adequate time and restful conditions for sleep.1232Considers and provides for the special physical needs ofexceptional children.11232FUNCTION: Promotes Health and SafetyTASKSAlert to potential hazardous or accident-causing situations andmaterials.444444Removes possibly dangerous materials to reduce the occurrenceof mishaps.444444Consistently maintains established safety limits.11I1232Uses appropriate safety procedures and skills in handling acci-dents.444444Helps child develop and be responsible for good habits of healthand safety.11232Recognizes signs of illness or discomfort and provides necessarycare.444444Practices health and safety measures applicable to theexceptional child.44444453 FUNCTION: Demonstrates Qualities Required for EmploymentTASK

23 SPractices personal characteristics and
SPractices personal characteristics and hygiene important in se-curing and keeping a job.444444Manages time and energy to do occupation effectively.444444Displays use of professional ethics444444Demonstrates respect for the confidential nature of records andconversations conce-nina individuals in the facility.444444Plans and works coopsilly with parents and/or co-workers.444444Utilizes communication skills effectively.444444Works effectively with children.444444Maintains eqt.ipment and supplies -adequately.444444Utilizes appropriate community agencies and resources.444444Identifies and applies current legislation, information, and re-search pertinent to the occupation.444454 APPENDIX CSTATUTES GOVERNING CHILD CARE IN OREGONIn this section, the statutes governing standards for facilities forchildren in Oregon are presented. Licensing regulations pamphletsare available through the Children's Services Division; and, as theseregulations as well as legislation are constantly changing, teachersneed to amend this information periodically.DAY CARE FACILITIES418.805Definitions for ORS 418.805 to418.885. As used in ()RS 418.805 to 418.885,unless the context requires otherwi.c:;1) "Babysitter" means a person who pro-vides day care services for children if thecompensation therefor is paid directly by theparent or legal guardian or if the service isprovided without any compensation in eitherof the following:(a) The home of the parent or guardian; or(b) The home of the babysitter:(A) If the service is provided for not morethan five children for eight or more hours in a24-hour period; and(B) If the service is provided for not morethan four other children for not more thanthree consecutive hours and not more than sixtotal hours in a 24-hour period but for notmore than a total o

24 f nine children includingthe babysitter'
f nine children includingthe babysitter's children at any one time.(2) "Child" means a child under 15 yearsof age.(3) "Day care" means care provid to achild during a part of the 24 hours of the day,with or without compensation. "Day care"does not include care provided:(a) In the home of the child;(b) By the child's parent, guardian, orperson acting in loco parentis;(c) By a person related to the child byblood or marriage within the fourth degree asdetermined by civil law;(d) On an occasional basis by a person notordinarily engaged in providing day care;(e) By providers of medical services; or(f) By a babysitter.(4) "Day care facility" rn .ans any facilitythat provides day care to three or more chil-dren, including a day nursery, nursery schoolgroup, family day care home or similar unitoperating under any name, but not includingany:(a) Facility providing care that is primari-ly edw:ational, unless provided to a preschoolchild for more than four hours a day.(b) Facility providing care that is primari-ly supervised training in a specific subject,including but not limited to dancing, drama,music, or religion.(c) Facility providing care that is primari-ly an incident of group athletic or social activ-ities sponsored by or under the supervision ofan organized club or hobby group.(d) Facility operated by a school district,political subdivision of this state or a govern-mental agency.(e) Residential facility licensed under ORS443.400 to 443.455 and subsection (2) of443.991.(f) Facility operated by a babysitter. [1969c.641 §1; 1977 c.717 §20; 1979 c.745 §1]A pamphlet entitled Au /es Governing Standards for Day CareFaculties, (revised 12/79) from Children's Services has been used toprovide the following information:55 Any day care facility where six or more children are i

25 n care must meetthe regulations accordin
n care must meetthe regulations according to the kind of facility, and hold a valid statecertificate of approval.In addition to the certificate of approval the facility must meet thestandards set by the State Fire Marshal and by the Health Department.Attendance regulations and personnel requirements vary somewhat,depending on the ages of the children and the number of children in afacility. Qualifications for personnel are based on educational back-ground or experience, and age. The director requires the most educa-tion or experience, and the assistants and aides the least. Otherpersonnel are: child care supervisor and child care workers (schoolage day care facilities), head teacher and teachers (day care facilities),group parent (infant and toddler day care facilities) and operator (daycare family group horn.? facilities).Younger children require a higher adult to child ratio with the ratiodecreasing slightly as the age of the children increases. In addition,each facility is required to have a daily program and the children'simmunizations must be kept up to date. Medical policies, such asarranging for a licensed physician or hospital in case of an emergen-cy, available first aid supplies, and notifying parents in case of injuriesor accidents, are included. In addition, standards are set for sanita-tion, safety, the physical plant, transportation, nutritional needs andrecord keeping.As stated in the Children's Services Division regulations, centersreceiving federal funds must have a certificate of compliance with theFederal Day Care Requirements. Additional requirements must be metto obtain this certificate.Child care services programs in the high schools are not coveredunder specific state legislation, because they provide care that isprimarily educational and

26 less than four hours a day. Teachers sho
less than four hours a day. Teachers shoulduse the day care licensing and basic elementary programguidelines,however, as a basis for meeting the needs of the preschool and highschool students. A certificated teacher and an aide are appropriatestaffing fora maximum of 24 children. The room should be safe, clean,well-lighted, and close to a restroom. The food provided should bewithin the guidelines of the food services program of the schooldistrict.56 CHILD DEVELOPMENT343.135 Child development specialist.(1) On or before July 1, 1977, the districtschool board of every school district operatingany elementary schools may make the servic-es of a child development :specialist availableto the pupils enrolled in the elementaryschools.(2) A child development specialist shallprovide primary wevention services through-out a child's environment directly or in cooper-ation with others:(a) To pupils enrolled in the elementaryschool, with priority given at the primarylevel. including kindergarten, to assist themin developing positive attitudes toward them-selves and others in relation to life careerroles.(b) To the professional staff of the elemen-tary =hoot to awl= them in early identifica-tion of pupils enrolled therein with lemmingor developmental problems.(c) To perorate of pupils enrolled in ele-mentary schools to assist them in understand-ing their children's unique aptitude@ andneeds and to aid in relating home, school andneighborhood =workflow.(d) To refer pupils enrolled in the elemen-tary school to appropriate state or local agen-cies for additional assistance.(e) To coordinateresourcesavailablethrough the community and the school.(3) School districts may provide the servic-es authorised or required under this section bycontract with qualified state or local pro-gram

27 s. 11973 c.730363.120 (Amsaded by 1967 c
s. 11973 c.730363.120 (Amsaded by 1967 c.232 IL ranumbered343.9101343.135 Staterota uneementforcosts. (1) On or before Ocu.)ber 1. 1977, andthereafter following close of the school yearfor which reimbursement is claimed, anydistrict making the services ofchild develop-ment specialist available pursuant to ORS343.125 shell file a verified claim with theSuperintendent of Public Instruction for thecosts incurred by the district in providing. theservices of the child development specialist.(2) If the Superintendent of Public In-=auction approves the application for reim-bursement, he shall came the district to bereimbursed in the amount claimed. If themoneys specifically appropriated for paymentof such claims are insufficient to pay the fullreimbursable amount of all approved claimsfor the school year, the reimbursement to eachdistrict shall be prorated according to the ratiothat the total amount of funds available bearsto the total amount that would be required topay in full all approved claims for the schoolyear. /1973 c 730 131343.1 er. 'Repealed by 1066 c.100 64561343.145 State board guidelines; gang-liest:Ion for child development specialist.(1) Tits State Board of Education by rule shallestablish guidelines for implementation ofORS 343.126 and 343.135. including but notlimited to qualifinatione for child developmentspecialista and procedures for communitycoordination of efforts. Such qualificationsand procedures shall not be limited to tradi-tional treatment oriented disciplines or thevarious disciplines requiring certification.(2) Exceptions to the qualifications scab-limbed by the state board may be made if thestate board determines after a hearing that anindividual is capable of performing the re-quired functions. (1973 also t4343.110 ilImpealed by 1966 c.I

28 00 14561DETERMINATION OFELIGIBILITY FOR
00 14561DETERMINATION OFELIGIBILITY FOR SPECIALEDUCATION343.153 Definitions for ORS 343.03 to343.187. As used in ORS 343.153 to 343.197:(1) "Decision" means the decision of thehearings officer which shall be final unlessreviewed by the Superintendent of publicInetruction.(2) "Determination" means the determina-tion by the school district concerning theidentification, prsplaoement or annual evalua-tion, individual education plan or placerneetof a handicapped child in a program paid forby the district.(3) "Order" has the meaning given in ORS183.310 to 183.500.(4) "Parent" means the parent or legalguerdian, other than a state agency, of thechild or the surrogate for the parent appointedpursuant to ORS 343.185.(5) "School district" means a common orunion high school district. an education ser-vice district or a state agency or institutionthat is charged with the duty or contractedwith by a public agency to care for or educate.or both, children apparently eligible for spe-cial education.(6) "Superintendent" means the Superin-tendent of Public Instruction or the designeeof the Superintendent of Public Instruction.11979.c.423 12 (ossocted is lieu of 343.077)J843-155 State rules relating to eligibil-ity. The Depertment of Education shall estab-lish by rule procedures to protect the rights ofemery handicapped child who is eligible forspecial education and every child who there isa reasonable cause to believe is handicepPed,including:(1) Rulee governing the procedures for theappointment of a surrogate for the parent andother rules necessary to protect the specialeducational rights of the child, which shellinclude but not be limited to(a) Rules applicable whenever the perentaof the child are unknown or unavailable orwhen there is reasonable cause to believe thatthe child i

29 s handicapped and is a ward of thestate;
s handicapped and is a ward of thestate; and(b) Rules prescribing procedures applies.ble to situations where a parent is uncoopeara-tive or unresponsive to the special educationneeds of the child.(2) Rules prescribing bearings proceduresif identification, evaluation, individual educa-tion plan or placement is contested. 11970 c.42313 (soneed in lieu of 349.077)1343.397 Planfor improvementofinstruction or curriculum for talented andgifted children. Any school district maysubmit to the superintendent for approval awritten plan of instruction for talented andgifted children- The plan shall include. but notbe limited to(1) A statement of school district polio' onthe education of talented and gifted children;6058 (2) An amassment of current special pro-grams and services provided by the district fortalented and gifted children;(3) A statement of district goals for pro-viding comprehensive special programs andservices and dver what span of time the goalswill be achieved;(4) A description of the nature of the spe-cial programs and services which will be pro-vided to accomplish, the goals; and(6) A elan for evaluating program on theaubrict plan including each component pro-gram and service. (1969 c.52812, 7; 1983 0.570123 ;1966 0.100 5419; 1971 c.613 13;1979 c.3851131Notes See note wider 343.391.343.399 State aid to local districts. (1)Any school district may apply for state fundsfor special programs and services for talentedand gifted children identified in the district(2) The superintendent shall annuallyestablish a date after which no further appli-cations shall be received for state funds underthis section.(3) The superintendent shall select appli-anions from among those that comply withORS 343.391 to 343.404 and rules adopted bythe board. Any criteria used by the s

30 uperin-tendent to evaluate applications
uperin-tendent to evaluate applications shall include,but not be limited to(a) A statement of the school district'spresent level of special echicationel programsand services for the talented and gifted andhow the special aducationsl programs andservices contained in the application conformwith the school district's written plan.(b) Identification procedures that complywith rules adopted by the board.(c) A detailed budget for the programexpenditres.(d) A description of the individual studentamassment and evaluative procedures andtools.(e) A justification of special educationalservices and programs for identified talentedand gifted students in terms of the studentassessment and evaluation.(A An evaluation design which meetsstandards set forth by the department. (1959c.525 58; 1983 0.570 124; 1955 c.100 5411; 1971 c.613 54:1979 c.388 14)Notes See note under 343.391.Nona Section 8, dimmer 386, Oregon Laws 1979,providescSeait ts lelliestive policy that related andgifted elate categorical aid shall be used to providestart -up costs for pilot projects. with common or unionhigh school districts funding the pecopmns after thestart up' period. No 00111111012 car union high school disunion'NM receive more then three mars at elate fundingmow this program(9) The Depeurterent of lbluration shell report to the1983 Legiellative Assembly on the .-noted end giftedPftrints started with mate aid minor 1975.1979 and thosesominuing with load funds. Infannedan en offorthsernorof the peal-Re in isms or seabot leasing stela beincluded in the report. The Legislative Arembly shelldetermine whether to continue pilot project funding.343.401 Use of funds appropriated forORS 343.391 to 343.404. (1) The funds specif-ically appropriated for the program underORS 343.391 to 343.404 shall be distr

31 ibuted todistricts that have approved, w
ibuted todistricts that have approved, written plansand have submitted an application to thesuperintendent which has been approved.(2) State funds shall be alloc4ted on anapproved program cost basis, the amount ofwhich shall be established by the board annu-ally.(3) No application shall be approved bythe superintendent unless the district agreesto expend district funds for special education-al programs for talented and gifted children inan amount equal or greater than the amountof state funds approved by the superintendent.(4) The districts shall account for thegrant funds as expended for the identifiedpupils on a form acceptable to the department,as described in rules adopted by the board.(1969 c.528 19; 1963 c.570 124e; 1965 c.100 6412, 19710313 15; 1979 c.385 181Note: Sea note under 343.391.343.403 (1969 c.528 110; 1963 c.570 125: repealed by1966 c.10014561343.404 Ancillary services. The super-intendent may annually expend funds appro-priated for state administration of the talent-ed and gifted program to provide and supportancillary services for the improvement ofeducational practices for talented and giftedchildren. These ancillary programs and servic-es may include but not be limited to:(1) Teacher training programs and work-shops;(2) Special projects and programs whichdemonstrate exemplary practices and services;(3) Consultant and technical assistance todistricts;(4) The production of special materialsand information as requested by districts;(5) Planning and development assistance;and(6) Any other services identified by dis-tricts as a priority in developing and operatingspecial programs and services for the talentedand gifted. (1971 c.613 IC 1979 c.385 161Note: See note under 343.391.343.405 (1963 c.570 1122a: repealed by 1966 c.10014461343.410 11965 c.

32 668 117; 1981 c.541 II; 1966 c.1001413;
668 117; 1981 c.541 II; 1966 c.1001413; 1971 c.96 01; repealed by 1976 c.621 1171EARLY CHILDHOODEDUCATION343.415 Definitions for ORS 343.415 to343.435. As used in ORS 343.415 to 343.435:(1) "Approved program" means an earlychildhood education program approved by theDepartment of Education.(2) "Early childhood education" meanseducational programs that conform to thestandards adopted by the State Board of Edu-cation and that are designed for the educationand training of children who are at least threeyears of age but have not pruned their ninthbirthday. and includes all special educationalprograms established and operated under thischapter. tuns c.4815343.498 (1966 c.658 11; 1961 c.541 12; 1966 c.1001414; repealed by 1976 c.621 6171343.425 Operating guides; approval.(1) The Department of Education shall pre-pare operating guides for early childhoodeducation programs applicable to programsunder ORS 343.415 to 343.435 that are con-sistent with requirements imposed by theState Board of Education for grades kinder-garten through three.(2) The Department of Education shallreview applications for approval of earlychildhood education programs and may ap-59 61 prove those prekindergarten programs afterconsidering:(a) The educational adequacy and type ofprogram.(b) The number of children who will beserved by the program.(c) The availability of trained personneland facilities.(d) The need for the program in the apply-ing district. 11975 c.455 15)343.420 11966 0858 13; 1981 c.541 13; Mama W by1966 010014561343.435 How district may provideearly childhood education. Subject to theapproval of the Superintendent of PublicInstruction:(1) The district school board of any schooldistrict in which there are resident childrenwho are three years of age or older but whohave not attained

33 compulsory attendance ageand who are no
compulsory attendance ageand who are not enrolled in a kindergarten ofthe district may:(a) Provide early childhood education forsuch children as part of the district's educa-tional program; or(h) When the board considers a contract tobe economically feasible and in the interestsof the learning opportunities of eligible chil-dren, contract for instruction of such childrenin a school district operating an approvedearly childhood education program, subject tosuch reimbursement as the districts mayagree.(2) An education service district mayoperate an approved early childhood educationprogram in the same manner as programs areprovided under ORS 334.175 or 334.185. 119750666 141PRIVATE ELEMENTARY ANDSECONDARY SCHOOLS(Definitions)345.506Definitions for ORS 346.505 to345.585. As used in ORS 336.215, 345.505 to3.5.585 arui subsection (2) of 345.990 unlessthe context requires ornerwiee:(1) "Educational services" means instruc-tional programs but does not include programslimited solely to dancing, drama, music, reli-gious or athletic instruction.(2) "Private school" means a private ele-mentary or secondary school operated by aperson or by a private agency except as pro-vided in paragraphs (a) and (b) of subsection(8) of ORS 399.030, offering education inprekindergarten, kindergarten, or grades 1through 12 or any part thereof. 11975 c.557 IL;1979 c.271 111at agistration)345.515 'Registrationwithdepart-ment. A school may be registered as a privateschool with the Department of Education inthe manner provided in ORS 338.215, 345.605to 345.585. iiins 05571121345.525 Application for registration;qualifications. (1) The owner or operator of aprivate school, or the superintendent or princi-pal thereof may apply to the Department ofEducation for registration of the school bysubmit

34 ting an application therefor on a formpr
ting an application therefor on a formprovided by the department.(2) In order to become registered, theapplicant must demonstrate to the satisfaction60of the State Board of Education that:(a) The teachers in the applicant schoolsare possessed of those qualifications necessaryto establish the applicant's fitness as a teach-er, but such qualifications shall not includethe requirement that teachers be certificated.(b) The applicant and the school employeeare qualified by education and experience toprovide instruction at the grade level or in theprogram to which they are assigned.(c) The facility at which the school is lo-cated and the operation thereof are adequateto protect the health and safety of the childrenenrolled therein, including but not limited tofire protection and sanitation.(d) The curriculum in grades prekinder-garten, kindergarten, or 1 through 1.2 shall besuch that it will consider the goals of moderneducation and the requirements of a sound,comprehensive curriculum with particularemphasis on establishment of the highestpractical standards, and in secondary schoolsestablishment of academic standards neces-sary to attend community colleges and institu-tinn8 of higher education both within andwithout the State of Oregon. 1.,ourses shall betaught for a period of time equivalent to thatrequired for children attending public schools.11975 066713; 1979 0271 121345.535 Criteria for registration. (1) Inadopting criteria for the registration of pri-vate schools, the State Board of Educationshall take into consideration the unique quali-ties of private education while seeking tofurther the educational opportunities of stu-dents enrolled in such schools.(2) After consultation with the advisorycommittee appointed under ORS 345.575, theState Board of Education s

35 hall estabheh mini-mum criteria for the
hall estabheh mini-mum criteria for the registration of privateschools.(3) In establishing standards, theAteBoard of Education shall comply with therules of the State Fire Marshal and theHealth Division relating to fire protection,health and sanitation. 11975 c.557 141345.545 Evaluation and registration;expiration; renewal; lapse; notice on re-fused to register achooL (1) Upon receipt ofan application for registration, the Dep -t-ment of Education shall evaluate the privateschool and shall register the school if it findsthat the school is in compliance with the re-quirements of ORS 345.525 and 345.536 andthe rules adopted pursuant thereto. The regis-tration expires October 14 next following itsissuance. If the department refuses to registerthe school, it shall notify the applicant andgive its reasons for the refusal.(2) Registration under ORS 346.505 to345.575 is renewable annually on or beforeOctober 15. Registration not renewed beforeOctober 15 shall be considered lapsed and mayonly be renewed in the manner required forinitial registration. 11975 c.667 15; 1979 c.387 131345.555 Procedure for refusal to reg-ister or suspension or revocation of re-newal. (1) A registration issued under ORS345.545 may be suspended or revoked or re-newal thereof denied if the Department ofEducation finds:(a) The private school fails to comply withthe requirements of ORS 345.525 and 345.535and the rules adopted pursuant thereto.(b) A false statement is made in the appli-cation for the registration or any informationor report required under ORS 345.505 to62 945.575 or such information or report is notfurnished when required.(2) The procedures for suspension or revo-cation or for refusal to issue or renew a regis-tration under ORS 345.505 to 345.575 shall beconsideredcontested case w

36 ithin the mean-ing of ORS 183.310 to 183
ithin the mean-ing of ORS 183.310 to 183.500 and the proce-dure.; applicable thereto shall apply to regis-trations under ORS 345.505 to 345.575. (1975c.587345.565 Reports to department. Everyregistrant shall furnish promptly such reportsand information as the State Board of Educa-tion by rule requires. (1975 c.557 171(Advisory Committee)345.576 Advisory committee; mem-bers; duties. (1) An advisory committee ofseven members is established, to be appointedby the State Board of Education, on recom-mendation of the Superintendent of PublicInstruction. Six members shall be selectedfrom nominees of organizations of privateschools and other segments of private educa-tion. One additional member shall be a layperson who is not associated with a privateschool. Members shall serve for a term of fouryears. No member is eligible to serve morethan two terms consecutively.(2) Members of the advisory committeeshall receive no compensation for their ser-vice.(3) The advisory committee shall advisethe board on minimum criteria for privateschools and on matters pertaining to the ad-ministration of ORS 345.505 to 345.575. (1975c66718)(Miscellaneous)345.585 Effect of teaching experiencein private schooL Teaching experience in aregistered private or nonpublic school shallapply to meeting the requirements of para-graph (a) of subsection (3) of ORS 342.135.(1975 c.357 1121REPORTING OF CHILDABUSE418.740 /Definitions for ORS 418.740 to418.775. As used in ORS 418.740 to 418.775,unless the context requires otherwise:(1) "Abuse" means:(a) Any physical injury to a child whichhas been caused by other than accidentalmeans, including any injury which appears tobe at variance with the explanation given ofthe injury.(b) Neglect which leads to physical harm.A child who in good faith is under treat

37 mentsolely by spiritual means through pr
mentsolely by spiritual means through prayer inaccordance with the tenets tuad practices of arecognized ci.tari:h or religious denominationby a duly accrazdted practitioner thereof shall,for this reason lions, not be considered aneglected child within the meaning of ORS418.740 to 418.775 and 419.478.(c) Sexual molestation.(2) "Child" means an unmarried personwho is under 18 years of age.(3) "Public or private official" means:(a) Physician, including any intern orresident.(b) Dentist.(c) School employe.(d) Licensed practical nurse or registerednurse.(e) Employe of the Department of HumanResources, county health department, commu-nity mental health program, a county juveniledepartment, or a licensed child-caring agency.(f) Peace officer.(g) Psychologist.(h) Clergyman.(i) Social worker.(j) Optometrist.(k) Chiropractor.(L) Certified provider of day care, fostercare, or an employe thereof.(m) Attorney.(n) Naturopathic physician.(4) "Law enforcement agency" means:(a) Any city or municipal police depart-ment.(b) Any county sheriff's office.(c) The Oregon State Police.(d) A county juvenile department.(1971c.46112; 1973 c.408133; 1975 c.644 12; 1979 c.731 141418.745 Policy. The Legislative Assem-bly finds that for the purpose of facilitatingthe use of protective mist' services to preventfurther abuse, safeguard and enhance thewelfare of abused children, and preserve fami-ly life when consistent with the protection ofthe child or stabilizing the family and improv-ing parental capacity, it is necessary and inthe public interest to require mandatory re-ports and investigations of abuse of children.(1971 c.451 41;1975 c644 131418.765Central registry of reports. Acentral state registry shall be established andmaintained by the Children's Services Divi-sion. The local offices

38 of the Children's Servic-es Division sha
of the Children's Servic-es Division shall report to the state registry inwriting when investigation has shown thatthe child's condition was the result of abuseeven if the cause .emains unknown. Eachregistry shall contain information from re-ports catalogued both as to the name of thechild and the name of the family. 11971 c.451 46;1973 c.306 51; 1975 c.544 49: 1977 c.741 131418.770Confidentialityofrecords;availability to law enforcement agenciesand physicians. (1) Notwithstanding theprovisions of ORS 192.001 to 192.500 and192.610 to 192.990 relating to confidentialityand accessibility for public inspection of pub-lic records and public documents, reports andrecords compiled under the provisions of ORS418.750 to 418.762 and 418.765 are confiden-tial and are not accessible for public inspec-tion. However, the Children's Services Divi-sion shall make records available to any lawenforcement agency or a child abuse registryany other state for the purpose of subse-quent investigation of child abuse, and to anyphysician, at his request, regarding any childbrought to him or coming before him for exa-mination, care or treatment.(2) Any record made available to a lawenforcement agency in this state or a physi-cian in this state, as authorized by subsection6163 (I) of this section, shall be kept confidentialby the agency or physician.(3) No officer or employe of the Children'sServices Division, any social service agency,any law enforcement agency or any physicianshall release any information not authorizedby subsection (1) of this section.11971 c.451 47;1973 c.306 42: 1975 c.644 110: 1977 c.741 141418.775 Certainprivilegesnotgrounds for excluding evidmce in courtproceedings on child abuse. (1) In the caseof abuse of a child, as defined in ORS 418.740,the physician-patient

39 privilege, the husband-wife privilege,
privilege, the husband-wife privilege, and the privilege extended tostaff members of schools and to nurses underORS 44.040 shall not be a ground for exclua-ing evidence regarding a child's abuse, or thecause thereof, in any judicial proceeding re-sulting from a report made pursuant to ORS418.750.(2) In any judicial proceedings resultingfrom a report made pursuant to ORS 418.750,either spouse shall be a competent and com-pellable witness against the other.(Formerly146.770; 1973 c.110 11; 1975 c.644 111)DAY CARE FACILITIES418.805 Definitions for ORS 418.805 to418.885. As used in ORS 418.805 to 418.885,unless the context requires otherwise:(1) "Babysitter" means a person who pro-vides day care services for children if thecompensation therefor is paid directly by theparent or legal guardian or if the service isprovided without any compensation in eitherof the following:(a) The home of the parent or guardian; or(b) The home of the babysitter:(A) If the service is provided for not morethan five children for eight or more hours in a24-hour period; and(B) If the service is provided for not morethan four other children for not more thanthree consecutive hours and ne- more than sixtotal hours in a 24-hour period but for notmore than a total of nine children includingthe babysitter's children at any one time.(2) "Child" means a child under 15 yearsof age.(3) "Day care" means care provided to achild during a part of the 24 hours of the day,with or without compensation. "Day care"does not include care provided:(a) In the home of the child;(b) By the child's parent, guardian, orperson acting in loco parentis;(c) By a person related to the child byblood or marriage within the fourth degree asdetermined by civil law;(d) On an occasional basis by a person notordinarily engaged

40 in providing day care;(e) By providers o
in providing day care;(e) By providers of medical services; or(f) By a babysitter.(4) "Day care facility" means any facilitythat provides day care to three or more chil-dren, including.a day nursery, nursery schoolCroup, family day care home or similar unitoperating under any name, but not includingany:(a) Facility providing :are that ivs..i-ly educational, unless prev.cied to a preschoolchild for more than four hours a day.(b) Facility providing care that is primari-ly supervised training in a specific subject,including but not limited to dancing, drama,music, or religion.(c) Facility providing care that is primari-ly an incident of group athletic or social activ-ities sponsored by or under the supervision ofan organized club or hobby group.(d) Facility operated by a school district,political subdivision of this state or a govern-mental agency.(e) Residential facility licensed under ORS443.400 to 443.455 and subsection (2) of443.991.(f) Facility operated by a babysitter.[1969c.641 01; 1977 c.717 420: 1979 c.745 411418.810 Certificate of approval forday care facility. (1) No person shall operatea day care facility caring for six or more chil-dren without a certificate of approval for suchfacility from the Children's Services Division.(2) Any person operating a day care facili-ty for fewer than six children may apply for acertificate of approval for such facility fromthe Ch.ldren's Services Division.(1969 c.641 42;1971 c.401 048: 1975 c.311III418.815 Requirements for certificate.A person applying for a certificate of approvalfor a day care facility shall demonstrate to thesatisfaction of the Children's Services Divi-sion that:( I) His moral character and habits will notendanger the well-being of children for whomhe is to provide care.(2) His attitude toward child

41 ren and hisunderstanding of their needs
ren and hisunderstanding of their needs qualify him tocare for children.(3) He is physically and menoilly capableof caring for children.(4) The facility and its operation are ade-qua..e to protect the health, the safety and thephysical, moral and mentor: well-being of thechildren to be cared for in the facility, includ-ing but not limited to:(a) Adequate staffing by suitable personsqualified by education or experience to meettheir respective responsibilities in the care ofchildren.(b) Adequate physical facilities for thecare of children, such as building consti action,sanitation, plumbing, heating, lighting, venti-lation. maintenance, indoor and outdoor activ-ity areas and fire protection.(c) A program of activities conforming torecognized practices in the areas of child wel-fare.education and physical and mentalhealth to provide opportunity for developmentand recreation.(d) Exclusion from the facility of individu-als whose presence may be detrimental to thewelfare of children.11969 c.641 13; 1971 c.401 1491418.820 Minimum standards for daycare facilities. After consultation with appro-priate agencies and interested persons, theChildren's Services Division shall establishminimum standards for day care facilities andthe operation thereof and for the administra-tion of ORS 418.805 to 418.885. In establish-ing minimum standards of health and safety,62C4 the division shall consult with the HealthDivision and the State Fire Marshal and shallgive consideration to their recommendationsand to all basic requirements for the protec-t' -In of the children to receive day care. includ-ing the criteria prescribed in ORS 418.815,and may adopt rules applicable to differentcategories of day care facilities, considering:(1) The numbers and ages of the childrento receive care in t

42 he day care facility.(2) The number, exp
he day care facility.(2) The number, experience and trainingof the staff of the day care facility.(3) The types and qualities of equipmentfava other factors in the physical plant of theday care facility.(4) Any other factor affecting the careprovided in the day care facility. (1969 c.641 44:1975 c.268111418.825Invest:: jation;temporarycertificate; division as state agency forfederal program. (1) Upon receipt of anapplication for a certificate of approval. ac-companied by the required fee, the Children'sServices Division may cause an investigationto be made and, subject to reasonable termsand conditions, shall issue a certificate ofapproval if it finds that the day care facilityand its operations are in compliance with therequirements of ORS 418.805 to 418.885 andthe rules promulgated pursuant thereto.(2) The Children's Services Division mayissue a temporary certificateof apprcval,subject to reasonable terms and conditions, fora period not longer than 180 days to a daycare facility which does not comply with therequirements and rules if the division findsthat the health and safety of any child willnot be endangered thereby. Not more than onetemporary certificate of approval shall beissued for the same day care facility in any12-month period.(3) The Children's Services Division shallserve as the state agency authorized, uponrequest, to certify compliance with applicablefederal day care standards or requirements byany facility providing day care in the state.[1969 c.641 45; 1971 c.401 15e1418.830 Fee; expiration date of certifi-cate; transferability. (1) Application for acertificate of approval or for the annual re-newal thereof shall be made to the Children'sServices Division on forms provided by thedivision and accompanied by a nonrefundablefee. The fee shall var

43 y according to the num-ber of children f
y according to the num-ber of children for which the facility is re-questing to be certified, shall be determinedand appli,1 through rules promulgated by thedivision, and shall not exceed $25 per year.(2) All fees received under subsection (1)of this section shall be deposited in the ac-count established under ORS 411.240 z:nd maybe used for the administration of ORS 418.805to 418.885.(3) Any certificate of approval issuedpursuant to ORS 418.805 to 418.885 author-izes operation of the facility only on the prem-ises described in the certificate and only bythe person named in the certificate.(4) Unless sooner revoked, a temporarycertificate of a- .,roval expires on the datespecified therec... Unless sooner revoked andexcept as provided in subsection (2) of ORS418.835, an annual certificate of approvalexpires one year from the date of issuance.[1969 c.641 46; 1971 c.401 151; 1975 c.311 121418.835 Renewal of certificate; effectof renewal application. (1) A certificate ofapproval authorized by ORS 418.805to418.885 may be renewed upon submission ofapplication and payment of required fee notlater than 30 days prior to the expiration dateof the current certificate of approval, if theChildren's Services Division finds that the daycare facility for which renewal of certificate issought is in compliance with the reciairementof ORS 418.805 to 418.885 and the rules pro-mulgated pursuant thereto.(2) Upon submission of application forrenewal in proper time, manner and form, endpayment of required fee, the current certifi-cate of approval, unless officially revokedshall remain in force until the Children'sServices Division has acted on the applicationfor renewal and has given notice of the actiontaken. 11969 c.641 17; 1971 c.401 1521418.840 Denial, suspension or revoca-tion of

44 certificate. An application for certifi-
certificate. An application for certifi-cate of approval or renewal may be denied or atemporary or annual certificate of approvalmay be revoked or suspended if the Children'sServices Division finds:(I) That the facility or its operation doesnot comply with ORS 418.805 to 418.885 orwith applicable rules or with any term orcondition imposed under the certificate ofapproval; or(2) That visitation or inspection of a facili-ty or its records authorized by ORS 418.850 or418.855 has not been permitted. [1969 c.641 18:1975 c.268 421418.845 Notice;hearing;decision;judicial review. (1) Upon deciding to revoke,suspend or not to renew an annual certificateof approval, the Children's Services Divisionshall give notice and opportunity for hearingaEprovided in ORS 183.310 to 183.500.(2) The Children's Services Division shallmake the final decision and notice thereofshall be sent by certified mail to the addressof the day care facility as shown on therecords of the division. The decision of thedivision is reviewable by the Court of Appealsin the manner provided in ORS 183.480 forthe review of orders in contested cases.itsssc.641 19: 1971 c.401 463; 1973 c.6121191418.850 Division inspection of prem-ises; right of entry; reports and informa-tion. (1) Whenever an authorized representa-tive of the Children's Services Division isadvised or has reason to believe that a daycare facility is providing day care to six ormore children without a certificate of approv-al, he may visit and inspect the premises ofthe facility at any reasonable time to deter-mine whether the facility is subject to therequirements of ORS 418.805 to 418.885.(2) An authorized representative of theChildren's Services Division may inspect thepremises of any day care facility to which acertificate of approval haebee

45 n issued at anyreasonable timevto determ
n issued at anyreasonable timevto determine whether it is inconformity with ORS 418.805 to 418.885 andthe rules promulgated pursuant thereto.(3) The director and operator of a day carefacility shall permit an authorized representa-tive of the division to inspect records of the65 facility and shall furnish promptly reportsand information required by the division.[1969 c.641 411: 1971 c.401 454; 1975 c.311 *31418.855 Inspection of premises; re-port. (1) An authorized representative of theHealth Divisi _al may inspect the premises of aday care facility caring for seven or morechildren to determine whether the facility isin conformity with applicable laws and regu-lations relating to health and sanitation.(2) An authorized representative of theHealth Division shall inspect any day carefacility when requested to do so by the Chil-dren's Services Division in accordance witharrangements under ORS 418.865 and shallsubmit written finding to the division. Thedivision shall not issue or renew any certifi-cate of approval for any day care facility forwhich an inspection by the Health Divisionhas been requested unless an authorized rep-resentative of the Health Division submits awritten finding that the facility is in compli-ance with applicable laws and regulationsrelating to health and sanitation.[1969 c.641112: 1971 c.401418.860 Search warrant. (1) In theevent that any authorized representative ofthe Children's Services Division, Health Divi-sion or other agency is denied access to anypremises for the purpose of making an inspec-tion in the administration of ORS 418.805 to418.885, the representative shall not inspectthe premises without a search warrant.(2) Application for a search warrant toinspect the premises shall be made to anymagistrate authorized to issue a warrant

46 ofarrest. The application must be suppo
ofarrest. The application must be supported byan affidavit filed with the magistrate showingprobable cause for the inspection by statingthe purpose and extent of the proposed inspec-tion, the statutes and rules which provide thebasis for inspection, whether it is a routine orperiodic inspection or an inspection institutedby complaint and other specific or generalinformation concerning the premises.(3) If the magistrate is satisfied that thereis probable cause to believe that the groundsof the application exist, he shall issue thesearch warrant specifying the purpose andextent of the inspection of the premises cov-ered by the warrant.(1969 c.64I 613: 197t c.4014561418.8651/4..00perative agreements re-lating to inspection of facilities, The Chil-dren's Services Division may enter into coop-erative arrangements with the Health Divi-sion. the State Fire Marshal ar.d other publicagencies for the provision of services in theinspection of day care facilities in the admin-istration of ORS 418.805 to 418.885. Thearrangements shall designate which servicesshall be reimbursed and the rate and mannerof reimbursement. 11969 c.641 1115: 1971 c.401 4571418.870Injunction.. Without the neces-sity of prior administrative proceedings orhearing and entry of an order or at any timeduring such proceedings if they have beencommenced, the Children's Services Divisionmay institute proceedings to enjoin the opera-tion of any day care facility operating in viola-tion of ORS 418.805 to 418.885 or the rulespromulgated pursuant thereto. [1969 c.641 414;1971 c.401 4581418.875 [1969 c.641 44a; 1971 c.401 459: repealed by1975 c.352 421418.880 [1969 c.631 444b. 4c; 1971 c.401 460; repealed by 1975 c.352 421418,885Division to assist day carefacilities. The Children's Services Divisionmay consult

47 with, advise or train the staffs ofday
with, advise or train the staffs ofday care facilities or other interested personsconcerning day care programs. [1969 c.641 410;1971 c.401 1611418.890 Separate sleeping quartersnot required for certain persons provid-ing day care or babysitting services; ex-emption from age group segregation re-quirements.Notwithstanding anyotherprovision of law, children of any person pro-viding babysitting or day care services withinthe person's own home shall not be required tosleep in any area other than their normalsleeping quarters. Such children related byblood within the first degree of consanguinityshall not be segregated by age grouping whilein the care of a person providing babysittingor day care services if the parents requestexemption from the operation of any si..atuteor rule requiring such segregation or separa-tion by age. [19794%745 421418.920 Contract with 4C councils forissuing facility certificates of approval.The Children's Services Division may contractwith 4C councils for the purpose of issuingcertificates of approval to operate day carefacilities and certifying compliance with ap-plicable federal standards, solely for thesepurposes 4C councils are extensions of theChildren's Services Division. [1979 c.524 1151DISEASE CONTROL INSCHOOLS433.255 Perilous with or exposed tocommunicable diseaseexcluded fromschool. No pupil, teacher or school employeshall be permitted to attend any private, paro-chial or public school when afflicted with anycommunicable cUsearg, nor shall they be per-mitted to attend sum school fry., Pay housein which exists any communicuole disease,except in strict conformity with the rules ofthe division. (Amended by 1978 c.280 0181433.280 Exclusion of diseased or ex-posed person; return to schooL Wheneverany school principal or teacher in an

48 y private.parochial or public school has
y private.parochial or public school has reason to sus-pect that any pupil or school employe is af-flicted with or has been exposed to any com-municable disease required by the rules of thedivision to be excluded from school. such prin-cipal or teacher shall send such person homeand report the occurrence to the local healthofficer by the most direct means available.Any person so excluded shall not be permittedto again attend school until he presents acertificate from a physician licensed by theBoard of Medical Examiners for the State ofOregon or by the Naturopathic Board of Ex-aminers stating that he is not afflicted withnor a carrier of any communicable disease.[Amended by 1979 c.269 019; 1979 e.731 071433.263 Definitions for ORS 433.283 to433.275. As used in ORS 433.283 to 433.275:(1) "Local health department" means thedistrict, county or city board of health, healthofficer or health department having jurisdic-tion within the area. (2) "Physician" means a physician licensedby the Bawd of Medical Examiners for theState of Oregon or oy the Naturopathic Boardof Examiners or a commissioned medicalofficer of the Armed Forces or Public HealthService of the United States.(3) "School administrator" means theprincipal or other such person having generalcontrol and supervision of the school.119734.666 Sl; 1979 c.731 Isl4113.2180 (Repealed by 1973 c.25911203433.287 Immunization of school chil-dren; exceptions. Prior to and as a conditionof his initial enrollment in any public, privateor parochial school of this state, every childbetween five and 14 years of age shall submitto the school administrator one of the follow-ing statements:(1) A statement signed by a physician or arepresentative of the local health departmentthat he has received an initial immunizationandprescr

49 ibedreinforcingimmunizationagainst the c
ibedreinforcingimmunizationagainst the communicable diseases pursuantto rules of the Health Division as provided inORS 439.273; or(2) A statement signed by a physician thatthe physical condition of the child is such thatthe immunization would seriously endangerhis health; or(3) A statement signed by his parents orguardian that he has not been immunized asdescribed in subsection (1) of this sectionbecause he is being reared as an adherent to areligion the teachings of which are opposed tosuch immunization; or(4) A statement signed by the parent orguardian of a child entering the school fromoutside the state that he will arrange to havenecessary immunization initiated by a physi-cian or local health department within 30days. 11973 4.68612; 1977 a.457 .111493.289 Free immunization by localhealth departments. Local health depart-ments shall make available immunizations tobe administered under the direction of thelocal health officer in areas convenient to thestudent free of charge to those children whoare unable to acquire them from other physi-cians. (1973 c.666 131433.270 (Repealed by 1973 e.2139 *201433.273 Rules of division. The HealthDivision shall adopt rules pertaining to thecommunicable diseases, including rubella, forwhich immunization is required and the ap-proved means of inununization and indicatedreinforcing immunization under ORS 433.267,including recommended optimum ages foradministration of such immunizations. (1973c.566 S4: 1977 4.457 *21433.275 Refusal to enroll pupil notcomplying with ORS 433.267. The schooladministrator of any school at which a pupilapplies for enrollment without meeting therequirements of ORS 433.267 shall refuse toenroll the pupil until the requirements aremet. (1973 c.686 161 APPENDIX DBOOKS, ARTICLES AND PAMPHLETSBOOKS1Abidin

50 , Richard R Parenting Ski lls (New York:
, Richard R Parenting Ski lls (New York:Human Sciences Press, 1976) Book and work-book2Abraham, Willard Living With Preschoolers(Phoenix, AZ: O'Sullivan, Woodside and Com-pany, 1976)3Ambron, Sueann Robinson Child Development(New York: Holt, Rinehart, and Winston, 1978)4Ames, Louise Bates Child Care and Develop-ment (Philadelphia: J B Lippincott Company,1979)5Arnstein, Helen S Billy and Our New Baby (NewYork: Behavioral Publications, 1973)6Axline, Virginia M Dibs: in Search of Se /f' (NewYork: Ballantine Books, 1976)7Axline, Virginia M Play Therapy(New York: Bal-lantine Books, 1969)8Baker, Katherine R Ideas That Work With YoungChildren (Washington, DC: National Associa-tion for the Education of Young Children, 1972)9Baker, Katherine R Let's Play Outdoors(Washington, DC: National Association for theEducation of Young Children, 1966)10Baker, Katherine R and Xenia F Fane Under-standing and Guiding Young Children, ThirdEdition (Englewood Cliffs, NJ: Prentice-Hall,1975)11Barlin, Anne Lief Teaching Your Wings to FlyThe Nonspecialist Guide to Movement Activities(Santa Monica, CA: Goodyear Publishing Com-pany, 1979)CS67ADDRESSHuman Sciences Press72 Fifth AvenueNew York, NY 10011O'Sullivan, Woodside andCompany2218 E MagnoliaPhoenix, AZ 85034Holt, Rhinehart, andWinston, Incorporated383 Madison AvenueNew York, NY 10017J B Lippincott CompanyEast Washington SquarePhiladelphia, PA 19105Behavioral Publications,Incorporated2852 BroadwayNew York, NY 10025Ballantine Books, Incorporated201 E 50th StreetNew York, NY 10022(See 6)National Association forthe Education of YoungChildren1834 Connecticut Avenue NWWashington, DC 20009(See 8)Prentice-Hall, IncorporatedEnglewood Cliffs, NJ 07632Goodyear Publishing Company,IncorporatedSanta Monica, CA 90401 12Batelle Memorial Institute Early C

51 hildhood De-ve/Opment Programs and Servi
hildhood De-ve/Opment Programs and Services: Planning forAction (Washington, DC: National Associationfor the Education of Young Children)13Baths end Babies (New Brunswick, NJ: Johnsonand Johnson)14Bauer, Caroline Feller Handbook for Story-tellers (Chicago: American Library Association,1977)15Beard, Ruth M Outline of Pieget's Deve/opmere-te/ Psychology for Students and Teachers (NewYork: New American Library, 1972)18Bellassai, Marcia, Doris N Drug and Vernon EPalmour Evaluation of the Office of EconomicOpportunity Child Development Center (Rock-ville, MD: Westat Research, 1972)17Biber, Barbara, et al Promoting CognitiveGrowth: A Developmental Interaction Point ofV /ew(Washington, DC: National Association forthe Education of Young Children, 1977)18Birth Defects: The Tragedy and the Hope (NewYork: March of Dimes, 1979)19Bland, Jane Cooper The Art of the Young Child(New York: Museum of Modern Art, 1988)20Boehm, Ann E and Richard A Weinberg TheClassroom Observer, A Guide to DevelopingObservation Ski //s (New York: Teachers CollegePress, 1977)21Brisbane, Holly E and Audrey Riker The De-veloping Ch //d (Peoria, IL: Charles A BennettCompany, 1971)22Callahan, Sidney The Working Mother: HowLiberated Women Can Combine Work WithChild Rearing (Riverside, NJ: Macmillan Pub-lishing Company, 1971)23Carson, Ruth So You Want to Adopt a Child(New York: Public Affairs Pamphlet 173A, 1988)co88(See 8)Johnson and Johnson501 George StreetNew Brunswick, NJ 08903American Library Association50 E Huron StreetChicago, IL 80811New American Library,Incorporated1301 Avenue of the AmericasNew York, NY 10019Westat Research,IncorporatedRockville, MD 20850(See 8)March of Dimes316 Park Avenue SNew York, NY 10010Museum of Modern Art11 W 53rd StreetNew York, NY 10019Teachers College PressColumbia Uni

52 versity1234 Amsterdam AvenueNew York, NY
versity1234 Amsterdam AvenueNew York, NY 10027Charles A Bennett Company,Incorporated809 W Detwelller DrivePeoria, IL 81814Macmillan Publishing Company,Incorporated888 Third AvenueNew York, NY 10022Public AffairsCommittee381 Park Avenue SNew York, NY 10018 24Cazden, Courtney B Language In Early Child-hood Education (Washington, DC: NationalAssociation for the Education of Young Chil-dren, 1972)25Cherry, Clare Creative Movement for the De-veloping Child: A Nursery School Handbook forNon-Musicians (Belmont, CA: Fearon Pub-lishers, 1971)26Child Care Aide (Lubbock, TX: Texas Tech Uni-versity, School of Home Economics, 1969)Teacher and student editions27Cohen, Dorothy H and Virginia Stern Observingand Recording the Behavior of Young Children(New York: Teachers College Press, 1978)28Cohen, Monroe Growing Free, Ways to HelpChildren Overcome Sex Role Stereotypes(Washington, DC: Association for ChildhoodEducation International, 1976)29Cole, Ann, et al A Pumpkin In a Pear Tree,Creative Ideas for Twelve Months of HolidayFun (Boston: Little, Brown and Company, 1976)30Craig, Eleanor P.S. You're Not Listening (NewYork: New American Library, 1973)31Croft, Doreen J Be Honest With Yourself: A Se/f-Evaluation Handbook for Early Childhood Edu-cation Teachers (Belmont, CA: Wadsworth Pub-lishing Company, 1976)32Croft, Doreen J and Robert D Hess An ActivitiesHandbook for Teachers of Young Children(Boston: Houghton-Mifflin Company, 1975)33Croft, Doreen J and Robert D Hess Teachers ofYoung Children (Boston: Houghton-MifflinCompany, 1975)34Cross, Aleene, Introductory Homemaking (NewYork: J B Lippincott Company, 1970)35DeRosis, Helen Parent Power/Child Power (NewYork: McGraw-Hill Book Company, 197's36Discovering the Physical Work) (New York:Scholastic Book Services)(See 8)Fearon Publisher

53 s6 Davis DriveBelmont, CA 94002Texas Tec
s6 Davis DriveBelmont, CA 94002Texas Tech UniversityPO Box 4170Lubbock, TX 79409(See 20)(See 8)Little, Brown and Company34 Beacon StreetBoston, MA 02114(See 15)Wadsworth PublishingCompany, Incorporated10 Davis DriveBelmont, CA 94002Houghton-Mifflin Company1 Beacon Street3oston, MA 02108(See 32)(See 4)McGraw-Hill Book Company1221 Avenue of the AmericasNew York, NY 10020Scholastic Book Services50 W 44th StreetNew York, NY 10036 37Dittman, Laura L Curriculum Is What Happens(Washington, DC: National Association for theEducation of Young Children, 1977)38Dittman, Laura L What We Can Learn fromInfants (Washington, DC: National / ssociationfor the Education of Young Children)39Dobson, James Dare to Discipline (Glendale,CA: Regal Books, 1972)40"Drama of Life Before Birth" Life, LVIII, Number17 (April 30, 1965)41Draper, Mary Wanda and Henry E Draper Caringfor Children (Peoria, IL: Charles A BennettCompany, 1975)42Draper, Henry E and Mary Wanda Draper Study-ing Children, Observing and Participating(Peoria, IL: Charles A Bennett Company, 1977)43Dreiku-s, R. ,doff Psychology in the Classroom:A Manualr Ter ohers (New York: Harper andRow Publishers, 1968)44Dreikur3, Rudolf and Vicki Soltz Children TheCho/lenge (New York: Hawthorn Books, 1976)45Duvall, Evelyn M Family Development (NewYork: J B Lippincott Company, 1971)46Engstrom, Georgiana Play: The Child StrivesToward Self-Realization (Washington, DC: Na-tional Association for the Education of YoungChildren, 1971)47Evans, E Belle, et al Day Care. How to Plan,Develop and Operate a Day Care Center (Bos-ton: Beacon Press, 1973)48Exploration in Language (Englewood Cliffs, NJ:Scholastic Book Services)49Falkenburg, William K, et al Denver Develop-mental Screening Test (Denver, CO: LADOCProject and Publishing Foundation, 1975)50Fane

54 , Xenia F Child Care Careers (EnglewoodC
, Xenia F Child Care Careers (EnglewoodCliffs, NJ: Prentice-Hall, 1978)7170(See 8)(See 8)Regal BooksBox 1591Glendale, CA 91209Time Life, Incorporated541 Fairbanks CourtChicago, IL 60611(See 21)(See 21)Harper and Row Publishers,Incorporated10 E 53rd StreetNew York, NY 10022Hawthorn Books, Incorporated260 Madison AvenueNew York, NY 10016(See 4)(See 8)Beacon Press, Incorporated25 Beacon StreetBoston, MA 02108(See 36)LADOC Project and PublicationFoundation, IncorporatedE 51st Avenue and LincolnDenver, CO 80216(See 10) 51Feeding Little Folks (Chicago, IL: National DairyCouncil)52Ferrlira, Nancy J The Mother-Child Cook Book(Menlo Park, CA: Pacific Coast Publishers)53Fleiss, Bernice H Beginners Bibliography(Washington, DC: National Association for theEducation of Young Children)54Fleming, Bonnie Mack and Darlene Soft leyHamilton Resources for Creative Teaching inEarly Childhood Education (New York: Har-court, Brace, Jovanovich, 1974)55Fleming, Bonnie, Darlene Soft ley Hamilton andJoanne Deal Hicks Resources for Creative Pre-school Teaching (New York: Harcourt, Brace,Jovanovich, 1974)56Food Before Six (Chicago, IL: National DairyCouncil, 1973)57Ginott, Haim G Between Parent and Child (NewYork: Avon Books, 1973)58Ginott, Haim G Teacher and Child (New York:Avon Books, 1975)59Goldsmith, C Better Day Care for the YoungChild Through a Merged Governments/ andNon-Governmental Effort (Washington, DC: Na-tional Association for the Education of YoungChildren)60Goode, William J The Family (Englewood Cliffs,NJ: Prentice-Hall, 1964)61Haupt, Dorothy Science Experiences for Nur-sery School Children (Washington, DC: Nation-al Association for the Education of Young Chil-dren)62Healthy Snacks (Portland, OR: Oregon StateHealth Division, Health Education Section)7271National Dairy Council1

55 11 N Canal StreetChicago, IL 60606Pacifi
11 N Canal StreetChicago, IL 60606Pacific Coast Publishers4085 Campbell AvenueMenlo Park, CA 94025(See 8)Harcourt, Brace, Jovanovich,Incorporated757 Third AvenueNew York, NY 10017(See 54)(See 51)Avon Books959 Eighth AvenueNew York, NY 10019(See 57)(See 8)(See 10)(See 8)Oregon State Health DivisionHealth Education Section1400 SW Fifth StreetPortland. OR 97201 63Herbert, Cindy / See a Child (Garden City. NY:Anchor Press, Doubleday and Company, 1974)64Hess, Robert D and Coreen J Croft Teachers ofYoung Children (New York: Houghton-MifflinCompany, 1972)65Hoffman, James and Joan Hoffman Pre-Kindergarten Discoveries (Minneapolis, MN:T S Denison and Company)66Holt, John How Children Learn (New York: DellPublishing Company, 1972)67Holt, John Whet Do /Do Monday7(New York:E P Dutton and Company, 1970)68Honig, Alice S Parent Involvement /n EarlyChildhood Education (Washington, DC: Na-tional Association for the Education of YoungChildren, 1975)69How to Select Infants' and Children's Clothing(Chicago: Sears, Roebuck and Company)70Hymes, James L, Jr Early Childhood Education(Washington, DC: National Association for theEducation of Young Children, 1975)71The Idea Box, Five Booklets (Washington, DC:National Association for the Education ofYoung Children, 1973)72Infant Care (Washington, DC: U S Departmentof Health, Education and Welfare, Children'sBureau)73The Infants We Care For (Washington, DC:National Association for the Education ofYoung Children, 1973)74Jones, Elizabeth What is Music for Young Chil-dren 7 (Washington, DC: National Associationfor the Education of Young Children, 1973)72Anchor PressDoubleday and Company,Incorporated501 Franklin AvefweGarden City, NY 1-53C(See 32)T S Denison and Company,Incorporated5100 W 82nd StreetMinneapolis, MN 55431Dell Publishing Company,

56 Incorporated245 E 47th StreetNew York, N
Incorporated245 E 47th StreetNew York, NY 10017E P Dutton and Company,Incorporated201 Park Avenue SNew York, NY 10003(See 8)Sears, Roebuck and CompanyConsumer Education DivisionSears TowerChicago, IL 60606(See 8)(See 8)U S Department of Health,Education and WelfareChildren's Bureau330 Independence Avenue SWWashington, DC 20202(Sea 8)(See 8)73 75Mother May / (A Children's Activities Guide)Junior Club of Walla Walla(Walla Walla, WA: Junior Club of Walla Walla,Happy Hours Nursery)Happy Hours NurseryWalla Walla, WA 9936276Katzev, Aphra and Nancy Bragdon Child De-velopment, Second Edition (New York: Holt,Rinehart, and Winston, 1978)(See 3)77Katzev, Aphra and Nancy Bragdon Child De-velopment Instructor's Manua/ (New York: Holt,Rinehart, and Winston, 1978)(See 3)78Katzev, Aphra and Nancy Bragdon Child De-velopment Self-Scoring Workbook (New York:(See 3)Holt, Rinehart, and Winston, 1978)79Keister, M D The "Good Life" for Infants and(See 8)Toddlers (Washington, DC: National Associa-tion for the Education of Young Children, 1977)80Kellogg, Elizabeth T and Dorothy M Hill Fo/low-ing Through with Young Children (Washington,DC: National Association for the Education of(See 8)Young Children, 1969)81Kelley, Eleanor, et al "How to Help Your Stu-American Home Economicsdents Be Successful in Job Hunting," Journal ofAssociationhome Economics (November 1976, pp 32-35)2010 Massachusetts Avenue NWWashington, DC 2003682Killilea, Marie Karen (EnglewoodCliffs,NJ:(See 10)Prentice-Hall, 1982)83Kirk, Samuel A Educating Exceptions/ Children(See 32)(New York: Houghton-Mifflin Company, 1972)84Kjer, Dell C The Significance of the Young(See 8)Child's Motor Development (Washington, DC:National Association for the Education ofYoung Children, 1971)85Krltchevsky, Sybil, Elizabeth Prescott and Lee(Se

57 e 8)Walling Planning Environments for Yo
e 8)Walling Planning Environments for Young Chil-drenPhysical Space (Washington, DC: Na-tional Association for the Education of YoungChildren, 1977)86Learning to Adjust (Englewood Cliffs, NJ:(See 36)Scholastic Book Services)87Leeper, S H, et of Goy^" Schools for Young(See 22)Children (Riverside,NO^'Acmillan PublishingCompany, 1974)73 74 88Levine, Edna S Lisa and Her Soundless World(New York: Human Sciences Press, 1974).89Mack, Jeanne Early Childhood Developmentand Education (Albany, NY: Delmar Publishers,1975)90Martin, Beatrice D Teaching Young Children(Albany, NY: Delmar Publishers, 1975)91Massoglia, Elinor Tripato Early Childhood Edu-cation in the Home (Albany, NY: Delmar Pub-lishers, 1977)92McFadden, Dennis Early Childhood Develop-ment Programs and Services: Planning for Ac-tion (Washington, DC: National Association forthe Education of Young Children, 1973)93McVickar, P Imagination (Washington, DC: Na-tional Association for the Education of YoungChildren, 1972)94Montessori, Maria The Absorbent Mind (NewYork: Dell Publishing Company, 1969)95Muller, Philippe The Tasks of Childhood (NewYork: McGraw-Hill Book Company, 1969)96Neufeld, John Edgar Allan (New York: NewAmerican Library, 1969)97Nimnicht, Glen, Onlie McAfee and John MeierThe New Nursery School (Morristown, NJ: Gen-eral Learning Corporation, 1969)98Norris, Marilyn White Caring for Kids (NewYork: Gregg/McGraw-Hill, 1978)99Patterson, Gerald R Families: Applications ofSocial Learning to Family Lite (Champaign, IL:Research Press, 1971)100Patterson,:Jerald R and Elizabeth M GullionLiving Wit/ Children: New Methods for Parentsand Teachers (Champaign, IL: ResearchPress,1971)101Perspectives on Child Care (Wdshington, DC:National Association for thr, Education ofYoung Children, 1973)74(See 1)Delmar PublishersDivi

58 sion of Litton EducationalPublishing, In
sion of Litton EducationalPublishing, IncorporatedPO Box 5087Albany, NY 12205(See 89)(See 89)(See 8)(See 8)(See 66)(See 35)(See 15)General Learning Corp', E.,on250 James StrepMorristown, NJ C7461_?(See 35)Research PressBox 31 r'City Fair StationChampaign, IL 61820(See 99)(See 8) 102Planning Meals During Pregnancy, After BabyArrives (Portland, OR: Oregon State Health Divi-sion, Maternal and Child Health Section)103Playing it Safe in Toy/and (Rockville, MD: U SDepartment of Health, Education and Welfare,Food and Drug Administration)104Quill, Jeanna One Giant Step: A Guide for HeadStart Aides (Washington, DC: National Associa-tion for the Education of Young Children)105Reaching Out (Englewood Cliffs, NJ: Scholas-tic Book Services)106Read, Katherine H The Nursery School: A Hu-man Relationship and Learning (Philadelphia:W B Saunders Company, 1976)107Ring A Ring O'Roses (Flint, MI: Flint Board ofEducation, 1974)108Robison, Helen F Exploring Teaching in EarlyChildhood Education (Boston: Allyn and Ba-con, 1977)109Ruhr, Margarete Parent Guidance in the Nur-aery School (New York: International Univer-sities Press, 1970)110Seaver, Judith W, et al Careers With YoungChildren: Making Your Decision (Washington,DC: National Association for the Education ofYo'Jng Children, 1979)111Senses and Sensitivity (Englewood Cliffs, NJ:Scholastic Book Services)112Spenser, Zane A 150 Plus/ Games and Activitiesfor Early Childhood (Belmont, CA: Fearon Pub-lishers, 1976)113Spock, Benjamin Baby and Child Care (NewYork: Pocket Books, 1968)114Sponseller, Doris Play as a Learning Medium(Washington, DC: National Association for theEducation of Young Children, 1974)115Sprung, Barbara Perspective.T on Non-SexistEarly Childhood Education (New York:Teachers College Press, 1978)°"4,475(See 62)(See 72)(S

59 ee 8)(See 36)W B Saunders Company218 Wes
ee 8)(See 36)W B Saunders Company218 West Washington SquarePhiladelphia, PA 1.:0105Flint Board c.1 EducationFlint, MI 48503Allyn and Baca,Inc.,pora:Lx1470 Atlantic Aven.leBoston, MA 02210International UniversitiesPress, Incorporated239 Park AvenueNew York, NY 10(Y.A.i(See 8)(See 36)(See 251Pocket Boe,Ks, Incorporated0.',0 Fifth AvenueNew York, NY 10020(See 8)(See 20) 116Stone, Jeanette Galambos A Guide to Disci-pline (Washington, DC: National Association forthe Education of Young Children, 1978)117Sunset Crafts for Children (Menlo Park, CA:Lane Publishing Company, 1973)118Things to Make For Children (Menlo Park, CALane Publishing Company, 1973)119Taylor, Barbara A Child Goes Forth (Provo, UT:Brigham Young University Press, 1970)120Teachers of Young Children (Englewood Cliffs,NJ: Scholastic Book Services)121"Teens Explore Toy land" Illinois Teacher, XV ,Number 3 (January-February 1973, pp 229-241)122"Tips and Topics for Home Economics" TexasTech, 14:4 (May 1974, entire issue)123Todd, V E and H Heffernan The Years BeforeSchool: Guiding Preschool Children (New York:Macmillan Publishing Company, 1970)124Ulowetz, E A Gross Perceptual Motor Tralnir 7Activities (Vancouver, WA: Vancouver PublicSchools)125We Want You to Know About Preventing Child-hcoz4 Poisonings (Rockville, MD: U S Depart-ment of Health, Education and Welfare, PublicHealth Service) (No. HEW 75-7001)126Weikart, David P, Linda Rogers, rarolyn Ad-cock and Donna McClelland The CognitivelyOriented Curriculum (Washington, DC: NationalAssociation for the Education of Young Chil-dren, 1971)127Westlake, Helen G and Mae Westbrooke Chil-dren: A Study of individual Behavior (Lexing-ton, MA: Ginn and Company, 1973)128Williamson, Sandy Exploring Experiencing theChallenge of Children (Minneapolis, MN: Con-rad Publish

60 ing Company, 1979)129Wilson, Louise This
ing Company, 1979)129Wilson, Louise This Stranger, My Son (NewYork: New American Library, 1971).776(See 8)Lane Publishing CompanyWillow and Middlefield RoadsMenlo Park, CA 94025(See 117)Brigham Young University Press209 University Press BuildingProvo, UT 84601(See 36)Illinois TeacherUniversity of Illinois351 Education BuildingUrbana, IL 61801(See 26)(See 32)Vancouver Public Scht ols605 N Devine RoadVancouver, WA 98661(See 72)(See 8)Ginn and Company191 Spring StreetBoston, MA 02173Conrad Publishing CompanyBox 29204Minneapolis, MN 55429(See 15) 130Yamamotu, Kaoru The Child and His Image:(See 32)Self-Concept in the Early Years (Boston:Houghton-Mifflin Company, 1972)131Young Children Thinking (Englewood Cliffs,NJ: Scholastic Book Services)(See 36)PERIODICALS132American BabyAmerican Baby, Incorporated10 E 52nd StreetNew York, NY 10022133Child Care Information ExchangeChild Care InformationExchange70 Oakley RoadBelmont, MA 02178134Childhood EducationAssociation for ChildhoodEducation International3615 Wisconsin Avenue NWWashington, DC 20016135Children TodayU S Department of Health,Education and WelfareOffice of Child Develop.nent400 6th Street SWWashington, DC 20201136The Cooperative NurseryThe Cooperative NurseryMagazineMagazinePO Box 4432Detroit, MI 48228137Day Care and Early Education(See 5)138Early YearsAllen Raymond, IncorporatedOne Hale LaneDarien, CT 06820139The Exceptional ParentThe Exceptional ParentPO Box 4944Manchester, NH 03108140Illinois Teacher for Contemporary Ho /es(See 121)141Let's Find Out(See 36)142Mother's ManualMother's Manual, Incorporated420 Lexington AvenueNew York, NY 10017143Parents' Magazine and Better Family LivingParents' Magazine Enterprises,Incorporated52 Vanderbilt AvenueNew York, NY 100177877 144Ranger 1."^les Nature MagazineNational W

61 ildlife Federation1412 16th Street NWWas
ildlife Federation1412 16th Street NWWashington, DC 20036145TeacherTeacher262 Mason StreetGreenwich, CT 06830146Today's Child New MagazineEdwards Publications,IncorporatedRoosevelt, NJ 08555147Young Children(See 8)FILMS148"Adapting to Parenthood" 20 min, C, 1975Polymorph Films, Incorporated331 Newbury StreetBoston, MA 02115149"Appalachian Children" 24 min, B/W, 1975Campus Film Distributors,Incorporated2 Overhill RoadScarsdale, NY 10583150"Baths and Babies" 18 min, C, 1964(See 13)151"Berfunkle" 10 min, C, 1964Division of ContinuingEducationFilm LibraryPO Box 1383Portland, OR 97207229-4890152"Biography of the Unborn" 17 min, B/W, 1956Oregon State Health DivisionHealth Education SectionState Office BuildingPortland, OR 97201226-2161, ext. 307153"Blocks, A Medium for Perceptual Learning" 17min, C(See 150)154"The Case Against Rubella" 8 min, CNational FoundationMarch of DimesBox 2000White Plains, NY 10602155"Child Abuse: Cradle of Vio!ence" 20 min, C,1976MTI Teleprograms, incorporated4825 N Scott Street, Suite 23Schiller Park, IL 60176toll free 1-800-323-1900156"Child of Darkness/Child of Light" 25 min, C,(See 151)196678 157"Childhood: The Enchanted Years" 50 min, C,1971158"Child-Parent Relationships" (Look at MeSeries) 28 min, C, 1975159"Children and the Arts: A Film About Growing"22 min, C, 1973160"Children Are Creative" 10 min, C, 1953161"Children Are Not ProblemsThey Are People"25 min, C, 1975162"Children Are People" 35 min, C, 1975163"A Child's Right to Read: A Change in YourSchools, How to Make it Happen" 23 min, C,1976164"A Child's Right to Read: Oral Language De-velopment" 30 min, C, 1976165"Chosen Child: A Study in Adoption" 54 min,B/W, 1963166"Cipher in the Snow" 24 min, C, 1974167"Classroom Learning Centers" 32 min, C, 1975168"Concept Development in Outdoo

62 r Play" 18min, C, 1974169"Creative Kinde
r Play" 18min, C, 1974169"Creative Kindergarten" 40 min,170"Cricket" 9 min, C, 19761711"Day74Care for a Kibbutz Toddler" 24 minx 8,979Films, Incorporated1144 Wilmette AvenueWilmette, IL 60091Perennial EducationIncorporatedPO Box 855Highland Park, IL 60035Maurice Faulk Medical Fund3317 Grant BuildingPittsburgh, PA 15219(See 151)University of KansasAudio-Visual CenterFilm Rental Services746 MassachusettsLawrence, KS 66044Agathon Press150 Fifth AvenueNew York, NY 10011Agency for InstructionalTelevisionBo: ABloomington, IN 47401(See 163)(See 151)(See 151)Promethean Films SouthPO Box 26363Birmingham, AL 35226(See 149)Soundings2150 ConcordConcord, CA 94520international Film Bureau332 S Michigan AvenueChicago, IL 60604(See 149) 172"Developmental CaregivingDay Care CenterNew York University Filmfor Tots To Toddlers" 28 min, C, 1976Library26 Washington PlaceNew York, NY 10003173"Development of Feelings in Children" 50 min,C, 1974Parents' Magazine Films,Incorporated52 Vanderbilt AvenueNew York, NY 10017174"Dramatic Play, An Integrative Process for(See 149)Learning" 32 min, C175"Eat, Drink and Be Wary" 21 min, C, 1975(See 151)176"Everyday Parenting" (Look at Me Series) 28min, C, 1975(See 158)177"Facilitation of Children's Dramatic Play" 37min, C, 1974(See 149)178"Family, An Approach to Peace" 17 min, B/W,1949(See 131)179"First Steps" 24 min, C, 1976McGraw-Hill Films1221 Avenue of the AmericasNew York, NY 10020180"First Two Weeks of Life" 18 min, C, 1975Proctor and Gamble DistributingCc mpany2150 Sunnybrook DriveCincinnati, OH 45237181"The First Years Together" 28 min, CModern Talking Picture Service1212 Avenue of the AmericasNew York, NY 10036182"Four Families" 60 min, B/W, 1959(See 151)183"Four Walls" 10 min, C, 1977CATEC Consultants2754 San Gabriel StreetSan Bernardino,

63 CA 92404184"Free to Choose" 18 min, C, 1
CA 92404184"Free to Choose" 18 min, C, 1974Film Fair Communications109 O Ventura BoulevardStudio City, CA 91604185"Frustrating Fours and Fascinating Fives" 22inin, C, 1952(See 151)186"Fun With Dad" (Look at Me Series) 30 min, C,1975(See 158)187"Guidance for the Seventies: Self-Esteem" 18BFA Educational Mediamin, C, 19712211 Michigan AvenueSanta Monica, CA 904046180 188"Guilt Feelings" 30 min, B/W, 1963(See 151)189"How to Blow Up a Playground" 30 min, C, 1976University of South FloridaDivision of EducationalResourcesTampa, FL 33620190"I'll Find a Way" 26 min, C, 1978The Media GuildPO Box 881Solana Beach, CA 92075191"Incest: The Victim Nobody Knows" 21 min, C,1977(See 155)192"Inside-Out" 30 programs, 15 min each, C, 1973State Mental Health Division2575 Bittern Street NESalem, OR 97303193"The Invisible Child" 27 min, CAssociation Films866 Third AvenueNew York, NY 10022194"Tamie" 6-1/2 min, C(See 154)195"Kids and Conflict" 12 min, C, 1975Mass Media Ministries,Incorporated2116 N Charles StreetBaltimore, MD 21218196"LATON...A Handicapped Child in Need" 15min, C, 1976(See 149)197"Leo Beuerman" 13 min, C, 1969(See 151)198"Let's Go Out Together" 13 min, C, 1977Journal Films930 Pitner AvenueEvanston, IL 60202199"Little Marty" 5 min, C(See 154)200"The Magic Moth" 22 min, C, 1976(See 151)201"Making Life Adjustments" 20 min, B/W, 1959(See 151)202"Masculine or Feminine, Your Role in Society"(See 151)'19 min, C, 1971203"MasculinityFemininity" 19 min, C, 1971(See 151)204"Mental Retardation: The Hopeless" 25 min, C,1972(See 151)205"Mexican-American Children" 28 min, C, 1975(See 149)206"Now That April's Here" 19 min, C(See 154)8281 207208"Open Classroom, Open Play" 23 min, C, 1977"Parenting: Growing With Children" 22 min. C,(See 183)(See 184)1976209"Pathways Through Nursery Schoo

64 l" 25 min, C,1962(See 152)210"PKU: Detec
l" 25 min, C,1962(See 152)210"PKU: Detection in Oregon" 16 min, C, 1964(See 152)211"Preschool Perceptual Motor Development" 12min, C. 1973(See 189)"Psychologik;a1 Differences Between the Sex-es" 18 min, C. 1965(See 151)213"The Right to Be Different" 29 min, 0, 1972Xerox Educational Publications/Xerox Films245 Long Hill RoadMiddletown, CT 06457214"Role Enactment in Childrin'3 PlayA De-velopmental Overview" 27 miry, C(See 149)215"Social Development" 16 min, B/W, 1950(See 152)216"Special Children, Special Needs" 22 min. C(See 149)217"Springtime for Hugo" 26 min, C, 1968(See 152)218"Teaching the 3's, 4's, and 5's, Part I" 20 min, C,.(See 151)1966219"Teaching the 3's, 4's, and 5's, Part H"2 min,C, 1966(See 151)220"Terrible Twos and Trusting Threes" 21 min,B/W, 1951(See 151)221"Unfinished Child" 30 min, C(See 154)222"What(See 151)is Normal?" 30 min, B/W, 1963223"When a Child Enters the Hospital" 16 min, C,1975(See 148)224"Who Do You Tell?" 10 min, C, 1979(See 155)FILMSTRIPS, KITS AND TAPES225"A You Listening" cassette tape, 6 min, 1971J C Pinney Company1301 Avenue of the AmericasNew York, NY 1001982 226"Awareness: Insight Into People Unit" kit(guide, filmstrip, game) 1970227"Bonnie Bell Grooming Kit" kit (slides, studentrecords, quizzes) 1971228"Block Building (1971)," "Inexpensive Addi-tions to Outdoor Play Equipment (1970),""Waterplay (1972)" filmstrips, C229"Career Decisions: Finding, Getting and Keep-ing a Job" kit (3 filmstrips, overhead trans-parencies, guide, job applications and descrip-tions) 1971230"Careers in Child Care and Youth Guidance" kit(4 filmstrips, 4 tapes, teacher's guide) 1975231"Child Care: Caring for Preschoolers" kit (4filmstrips, 4 tapes, 12 spirit masters, teacher'sguide) 197822?"Child Care: Caring for Toddlers" kit (4 film-strips, 4 tapes,

65 11 spirit masters, teacher'sguide) 19752
11 spirit masters, teacher'sguide) 1975233"Child Care and Development Set 1" kit (film-strips, cassettes, teacher's guide) 1971234"Child Development: The Prenatal Period andInfancy" kit (4 filmstrips, 4 tapes, 8 spirit mas-ters, teacher's guide) 1976235"Child Development: The Preschooler" kit (4filmstrips, 4 tapes, 8 spirit masters, teacher'sguide) 1976236"Child Development: The Preschooler Set 3" kit(4 filmstrips, 4 cassettes, 10 dittos, teacher'sguide) 1976237"Child Development: The School Age Child" kit(4 filmstrips, 4 tapes, 8 spirit masters, teacher'sguide) 1976238"Child Development: The Toddler" kit (4 film-strips, 4 tapes, 8 spirit masters, teacher's guide)19768483(See 225)Bonnie BellPO Box 6177Cleveland, OH 44107Childhood Resources,Incorporated.4105 N Fairfax DriveArlington, VA 22203(See 225)Butterick PublishingA Division of American Can161 Sixth AvenueNew York, NY 10013(See 230)(See 230)McGraw-Hill Text Films1221 Avenue of the AmericasNew York, NY 10020(See 230)(See 230)(See 230)(See 230)(See 230) 239"Child Develoment and Child Health: Food and(See 173)Nutrition" kit (5 filmstrips, 3 cassettes, 5 book-lets, teacher's guide) 1975240"Child Development and Child Health: Play and(See 173)Self-Expression" kit (5 filmstrips, 3 cas-settes, 5 booklets, teacher's guide) 1975241"Children" filmstrip(See 173)242"Children in Crisis Series: Child Abuse and(See 173)Neglect" filmstrip (from a four-part seriesDeath, ///ness, Divorce, and Separation)243"Communication: Person to Person" kit (31 an-thologies, 31 logbooks, 4 posters, filmstrip, cas-sette, tape, teacher's guide) 1974(See 36)244"Dealing With Anger" (2 filmstrips, 2 cas-Guidance Associatessettes, teacher's guide) 1973757 Third AvenueNew York, NY 10017245"Developing Creative Thought in Children:(See 173)Growing

66 Through Make-Believe Set" kit (5 film-s
Through Make-Believe Set" kit (5 film-strips, 3 cassettes, 5 scripts, teacher's guide)1977246"Everyday Problems of Young Children" kit (5filmstrips, 3 cassettes, 5 booklets, teacher'sg- gide) 1974(See 173)247"Feeding Your Young Children" filmstrip, 60min, C, 1968(See 51)248"Fire, Fabrics and You" filmstrips and tape,1975(See 225)249"The First Eighteen Months: From Infant to(See 173)Toddler" filmstrip, 1974250"The Future of the Family" Parts 1 and 2, film-strip, C, 1971(See 244)251"I See HopeThe ImportanceEmotional(See 173)ofandSocial Development" filmstrip, 1977252"I See LoveParent-Child Relationships" film-(See 173)strip, 1977253"I See SmilesI See FrownsExpressing Emo-(See 173)tions" filmstrip, 1977254"I See StrengthBuilding Self-Confidence"filmstrip, 1977(See 173)95 255"Inside My Mom" kit (filmstrip, record, instruc-tor guide)(See 154)256"An Introduction to Value Clarification" kit(See 225)(guide, overhead transparencies, worksheets,flash cards, posters) 1972257"Making the Most of Your Talents" kit (3 film-strips, 3 cassettes, teacher's guide) 1975(See 244)258"Me, Myself and I, How Preschoolers See Them-selves" kit (guide, picture cards, records, pup-pets, flannel board objects) 1973(See 225)259"More Than Love" film6Ap and record, 1967(See 154)260"Parenthood: Myths and Realities" (2 filmstrips,2 tapes) 1972(See 244)261"Parenting: Fathers, Mothers, and Others" kit,1975(See 225)262"Play: Learning Medium for Preschool Chil-dren" kit(See 225)263"Prenatal Care: Preparing for Parenthood"filmstrip, C(See 173)264"Preparing the Child for Learning" filmstrip,1973(See 173)265"Preparing for an Interview" (filmstrip, record)(See 225)1974266"Toys and Activities for Preschool Children" kit(See 225)("Play: Learning Medium for Preschool Chil-dren")267"Who Am I" (5 filmstrips,

67 1 cassette)(See 36)268"Your Child and D
1 cassette)(See 36)268"Your Child and Discipline" 20 min (filmstrip,record, script) 1965Oregon Education AssociationFilm Library6900 SW Haines RoadTigard, OR 972238586639-7651 APPENDIX EASSESSMENT INSTRUMENT FOR CHILD CARE SERVICESPROGRAMS(ABLE OF CONTENTIntroduction88Teacher Assistance Team88Assessment CriteriaADMINISTRATIONFINANCING89ADVISORY COMMITTEE90PERSONNEL AND PROFESSIONAL DEVELOPMENT91RESOURCES, FACILITIES, AND EQUIPMENT91CURRICULUM9'7GUIDANCE AND COUNSELING93OPTIONAL WORK EXPERIENCE94EVALUATIONFOLLOW-UP94Summary Sheet: Commendations and Recommendations968787 INTRODUCTIONASSESSMENT OF A CHILD CARE SERVICES PROGRAMThe following assessment instrument is designed for use by schooldistricts to determine the status and needs of a child care servicesprogram. It can provide an overview of the program in a short periodof time.This tool may be used in several different ways: as a guideline fornetting up a program; it can be used by staff members or a district toevaluate their own program and it can be used by an outside evalua-tion team or consultant to recommend further program development.Assessment is defined as a measurement of progress at 41;nw paint ofdevelopment. How far the program has progressed, why.oe ofdevelopment has been achievedthese are the kinds of que4 ors tobe answered. Assessment of a program can be made without ev- %,a-tion, but a program can rarely be evaluated without assessirallows judgment cf how well goals have been acr..--.~nplished. Assessment provides information on how well goals are isoine,accomplished.Directions for completing the assessment:Criteria are rated on a scale of zero to three. Circle the appropriatenumber. Zero indicates nonexistence; one, poor; two, average; andthree, excellent. Space for comment is provided followi

68 ng individualcriteria. A page for summar
ng individualcriteria. A page for summarizing the comments into commendationsand recommendations is the final step in the assessment.TEACHER ASSISTANCE TEAMGail ArnoldMcNary High School (Salem)Olga IrwinMonroe High School (Portland)Leslie KlepperWest Linn High School (West Linn)Joanne MiksisChurchill High School (Eugene)Susan MorrisCentral High School (Independence)Connie TarasawaBeaverton High School (Beaverton)Marilyn BervinConsultant (Philomath)88S)8 1 ADMINISTRATIONFINANCINGRationale: Admin:.Arative leadership and commitment are required todevelop and maintain a quality career education program. Adequateresources are necessary to carry out a career education programwhich is consistent with the school's goals and objectives.Assessment Criteria1 A person or persons have been identified and giventhe authority and responsibility of administering thechild care services program.0123COMMENT:2 The board and administration have endorsed andsupported the child care services program.0123COMMENT:3 Recommendations of the advisory committee areconsidered in the decision-making process.0123COMMENT:4 Recommendations of staff members are consideredin the decision-making process.012COMMENT:5 A long-range plan is utilized in determining prioritiesand financing of the child care program0123COMMENT:6 Administrators, instructional staff, and advisory per-sonnel cooperatively develop the budget.0123COMMENT:7 Personnel and supporting services (transportation,aides) are adequately financed to carry out programobjectives.0123COMMENT:8 Facilities and equipment are adequately financed tocarry out program objectives.0123COMMENT:9 Financial resources for supplies are adequate tocarry out program objectives.0123 COMMENT:10 Financial resources are adequate for professionaland curriculum de

69 velopment.0123COMMENT:11 Staff time is p
velopment.0123COMMENT:11 Staff time is provided for planning and updating theprogram.0123COMMENT:12 Programmeetsstatespecifiedreimbursementcriteria.01232 ADVISORY COMMITTEERationale: Career programs need to reflect the occupational worldand community needs. Advisory committees assist in planning andkeeping programs current with the wor'l of work.Assessment Criteria1 An advisory committee for child care occupationsassists in meeting program needs.0123COMMENT:2 Duties and responsibilities orthe advisory commit-tee are outlined in writing and are being followed.0123COMMENT:3 Responsibility is assigned to a specific staff memberfor coordination of advisory committee activities.0123COMMENT:4 Programinstructors attend advisory committeemeetings.0123COMMENT:5 People employed at various child care occupationallevels in the local area are represented on the corn-mittee.0123COMMENT:6 Broad community representation exists which in-cludes both parents and students.01239090 3 PERSONNEL AND PROFESSIONAL DEVELOPMENTRationale: The school staff is the key to a dynamic, ongoing educa-tional program. The knowledge, abilities, and skills of staff mernts, sdirectly affect the quality of educational program. Each person shouldexhibit an awareness of current trends and maintain a steady promof professional growth. The administration and personnel officeshould have a job description on file describing staff competenciesneeded for an up-to-date, quality program.Assessment Criteria1Staff members have the educational and experientialbackground to develop the program and carry outthe responsibilities of the program.0123COMMENT:2 Time for an individual teacher or a team is providedto plan and coordinate the child care program.0123COMMENT:3 The student-teacher ratio allows for an educational

70 program of measurable quality.0123COMMEN
program of measurable quality.0123COMMENT:4 Provisions for extended contracts exist whereneeded.0123COMMENT:5 Opportunities for professional growth are madeavailable to staff members.0123COMMENT:6 Provisions have been made for consultant help,when needed.01234 RESOURCES, FACILITIES, AND EQUIPMENTRationale: Facilities should provide a learning environment whichoffers diverse activities, reflecting individual interests. Equipment andfacilities should be up-to-date and exemplary models for the world ofwork.Assessment Criteria1 Facilities are adequate for program activities.0 1 2 39191 COMMENT:2 Equipment is adequate and sufficient to carryoutinstructional objectives, scaled to size of children asapplicable.0123COMMENT:3 Facilities and equipment are exemplarymodels for theworld of work.0123COMMENT:4 In-class resources are available and sufficientto meetinstructional objectives.0123COMMENT:5 A list of available references, audiovisual resources,field trip possibilities, and guest speakers is kept bytheteacher and regularly updated.01235 CURT icuLumRationale: The instructional and experiential programs need to beclosely related. The main focus will be on areas of human relationsand career opportunities.Assessment Criteria1 The program has a written course of study withplanned course statements and competencies.0123COMMENT:2 Community involvement is an essential aspect of theprogram. This might be accomplished through(a)parent meetings and conference, (b) guest speakers,(c) advisory committee participation, and (d) similaractivities.0123COMMENT:3 The instructional program is guided by key occupa-tions focusing on the areas of human relations andcareer opportunities.0123COMMENT:4 Students have a laboratory experience in a class-room child care facility and/or field expe

71 rienceinestablished community programs.0
rienceinestablished community programs.012392 COMMENT:5 Community field experience stations represent across-section of child care occupations and areutilized in conjunction with the instructional pro-gram.0'12 L'6 Training plans are utilized for every field experiencestation.012 3COMMENT:7 Field experiences provide at ;east three of the following activities:a Assisting in planning the curriculum.b Participating in setting up the center.c Assuming responsibility for assigned duties.d Assuming some responsibility for supervision of children.e Aiding in the cleanup of the center.f Observing children and the functions of the center.g Evaluating personal development and the center.0123COMMENT:8 Interdisciplinary activities are incorporated into theprogram.0123COMMENT:9 The program of work activities of FHA/HERO (student youthor-ganization) is part of the program.0 1 2 3COMMENT:10 Experiences are provided that representa cross-section of childcare occupations.0 1 2 36 GUIDANCE AND COUNSELINGRationale: The guidance program should assist each student in indi-vidual development of self-understandingresponsibility, decision-making and the attitudes and skills requiredor productive citizenshipin society.Assessment Criteria1 Adequate guidance services are available to helpeach student assess personal interests, aptitudes,and abilities in terms of a career choice.0123COMMENT:2 An adequate guidance program is available to directstudents in developing a plan to obtain career goals.01239393 COMMENT:3 Ongoing dialogue exists between guidanceperson-nel, teachers, and career education coordinator.0 1 2 37 OPTIONAL WORK EXPERIENCE (For Pay or Credit)Rationale: Students should have the opportunity for some optionalwork experience as a part of the educational program to establish jo

72 bskills and to make sound judgments and
bskills and to make sound judgments and decisions about their person-al vocational goals.Assessment Criteria1 A district policy and written guidelines for workexperience are being utilized.0123COMMENT:2 Adequate supervision and coordination is providedby the teacher and the work experience coordinator.0123COMMENT:3 The instructional program is utilized in conjunctionwith on-the-job training of students.0123COMMENT:4 A training plan or agreement indicating goals andobjectives to be obtained by the student is de-veloped between student, employer, parent, andchild care teacher for every student on work experi-ence.0123COMMENT:5 All labor laws relating to student employment arebeing followed.01238 EVALUATION AND FOLLOW-UPRationale: An explicit evaluation and follow-up plan is an integral partof the child care program. Effective evaluation determines how wellthe program has met individual student needs in keeping with thec.rirrent world of work.Assessment Criteria1 Advisory board members assist in evaluating andupdating the curriculum.0 1 2 3.0 494 COMMENT:2 Course content is individualized, as much as pos-sible, to meet the needs of each student, and provi-sions are made to evaluate each students progress.0123COMMENT:3 The program is evaluated at least once a year bystudents currently enrolled in the program to mea-sure program effectiveness.0123COMMENT:4 Students who have completed the course at sometime during the five years prior to the current yearare contacted to evaluate the program.0123COMMENT:5 Staff members participate in the evaluative processand utilize the suggestions of students, formcr stu-dents, and the advisory board members to continual-ly update and improve the course content.0123 SUMMARY SHEETCOMMENDATIONS FOR THE PROGRAM:RECOMMENDATIONS FOR THE P