TABLE OF CONTENTS

About WCEL

LOCATION

Whatcom Center for Early Learning is located at 2001 H Street (on the corner of Girard and H Streets), Bellingham, WA, 98225.  We are also online at www.wcel.net.

MISSION

Whatcom Center for Early Learning provides comprehensive, family-centered early intervention services to children ages birth to three with developmental delays.

HISTORY

Services for infants and toddlers with special needs have been in existence in Whatcom County for over 30 years. The first program was established in the early 1970s as Whatcom Infant Stimulation Program under the direction of Whatcom Community College. The program moved to Western Washington University in 1985 through a collaborative effort between the Department of Speech Pathology and Audiology and the Woodring College of Education. The name was changed to Western Center for Early Learning. The advisory board (made up of parents and community members) applied to Washington State for a private, non-profit status when Western Washington University chose not to renew its contract. Non-profit status was granted in 1991 and the name was changed to Whatcom Center for Early Learning at that time (WCEL). In 1997, the program moved to its current site and the building was purchased in February of 1999.

FUNDING

Major funding sources for WCEL are Division of Developmental Disabilities, United Way of Whatcom County, ITEIP (Infant Toddler Early Intervention Program) funds, grants and donations from businesses, service groups, foundations, individuals and fundraisers, and from individual insurance fees for service.  These funds allow us to provide services at no cost to enrolled families, and children are served regardless of family income.

GOALS

The goals of the program are to:

·    promote optimum growth and development of children across all skill areas;

·    provide services, as appropriate to the child and family, in settings where the child typically spends time (home, childcare);

·    provide effective child-adult ratios through the use of staff, parents, students, and volunteers;

·    provide training, support and consultation to parents and caregivers as needed or requested to maximize children’s development and promote the health of the family; and

·    assist parents in gaining access to the state and county network of community resources for families and children.

STAFF

   The staff at WCEL consists of an Executive Director, Administrative Assistant/Office Manager, an Early Childhood Special Educator, a Classroom Assistant, an Occupational Therapist, three Speech-Language Pathologists and a Family Resources Coordinator.

·    The Executive Director’s responsibilities include managing the contracts and financial aspects of the program, fundraising, networking with other agencies/programs, representing WCEL in the community, acting as a liaison to the WCEL Board of Directors and the Division of Developmental Disabilities Board, providing program support and supervision, and overseeing the daily activities of the program.

·    The Administrative Assistant/Office Manager provides support services to the Executive Director and staff. Responsibilities include contract invoicing, maintaining program rosters and files, and managing databases and schedules. The Administrative Assistant/Office Manager also manages WCEL office, administrative and technical systems.

·    The Early Childhood Special Educator facilitates the parent/child groups and assists parents in expanding their knowledge of child development and observing changes in their child’s behavior. Responsibilities include meeting regularly with other team members to discuss and plan individualized programs for each child (based on assessments and the Individualized Family Service Plan), structuring and directing the parent/child groups, conducting learning activities, and designing the environment of the groups. The Early Childhood Specialist also provides early intervention services in the family home and other community settings.

·    The Classroom Assistant is the assistant to the Early Childhood Special Educator and helps set up the group environment, prepares daily activities and snack, and cleans up. In addition, the Assistant assists the team with learning activities and in planning activities for individual children.

·    The Occupational Therapist specializes in observing, assessing and developing the quality of a child’s movement. The Therapist looks at large muscle movements such as how a child moves around her/his environment and small muscle movements such as hand manipulation skills. Muscle strength and coordination are a main focus. Feeding skill development is also monitored. The Therapist assesses each child and plans an appropriate intervention program in collaboration with the parents and other staff members.

·    The Speech-Language Pathologist assesses and promotes the development of a child’s speech, language and oral-motor abilities. The basic skills needed for communication include: listening, understanding of non-verbal and verbal communication, producing speech sounds, using sounds, words and gestures to communicate needs, and oral-motor and feeding skills. The Speech-Language Pathologist works with children and families in the parent/child groups, in their homes, in day care, and in other community settings to improve these skills. Caregivers are encouraged to take advantage of naturally occurring communication situations throughout the day to maximize learning. Supplemental or alternative methods of communication, such as sign language, are frequently introduced to provide children with a functional method of meeting their daily needs.

·    The Family Resources Coordinator (FRC) is responsible for initially contacting the parents of newly referred children and enrolling them into the program. The primary responsibility of the FRC is to facilitate the annual Individual Family Service Plan (IFSP).  The FRC also assists families with accessing community resources, referrals, counseling and parenting skills. This staff person is responsible for conducting monthly parent education and support sessions. When your child approaches her/his third birthday, the FRC will assist you with plans for transitioning into a preschool setting for your child (see TRANSITIONING TO PRESCHOOL PROGRAMS).

BOARD OF DIRECTORS

The WCEL Board of Directors is a volunteer group of up to 15 community members who are legally and fiscally responsible for WCEL operations.

At present, meetings are held once a month at 5:30 p.m. on the fourth Thursday. A minimum time commitment of four hours per month is requested to attend Board meetings and serve on at least one committee. The term for membership is three years.

The Board of Directors is strongest and most effective when all aspects of the program are represented. Parent participation and representation are important contributions to the Board. Parents who are interested in Board participation or attending meetings should contact the Executive Director for further information.

PROGRAM POPULATION

WCEL’s programs are designed for Whatcom County families with infants and toddlers with developmental delays, ages birth to three. The children are referred by the Division of Developmental Disabilities or contracting school districts and have been evaluated and identified as having developmental delays in one or more areas.

The children and families are served regardless of level of income and there is no charge for regular program services. Typically developing peers are also included in the program, and a donation for their attendance is requested.

YEARLY SCHEDULE AND CLOSURES

WCEL’s early intervention and early childhood services are provided year-round, except for several weeks when we are closed, including:

·    Two-week closure at the end of August (which includes a Planning Week for staff)

·    Two-week Winter Break at the end of December (coincides with Bellingham Public School schedule)

·    One-week Spring Break in mid-April (coincides with Bellingham Public School schedule)

WCEL also observes and is closed on the following holidays:

Presidents Day, Memorial Day, Independence Day, Labor Day, Veterans Day, Thanksgiving Day and the following day

 WCEL Programs

 PROGRAM DESCRIPTION

The parent-child therapeutic playgroups at WCEL provide the opportunity for group instruction, interaction with peers, socialization, and an educational program supported by speech-language and motor therapy.

Play has a central place in WCEL’s curriculum. Research demonstrates that all children learn through play. It is through play that children interact with and learn about their world. Children at play are engaged in active exploration and interactions with adults, other children and materials. Play provides a dynamic and interactive process through which important communication, thinking, motor, and social skills are developed. These skills lay the foundation for future learning.

The program curriculum encompasses the following areas of development:

·    cognitive (thinking and problem solving)

·    gross motor (large muscle movement)

·    fine motor (small muscle movement)

·    speech and language

·    self-help

·    social-emotional

Parents meet regularly in parent education and support groups to provide mutual support and to take advantage of speakers and special topics in a nurturing environment. These group meetings are facilitated by the Family Resources Coordinator (FRC).

When the need arises, a physical therapist, speech therapist, or other support services outside of WCEL may be accessed by the family. Please notify your FRC.

Parent-Child Therapeutic Playgroups  

These parent-child classes are usually scheduled Mondays, Tuesdays and Wednesdays, at 9:00-10:30 or 11:00-12:30. Additional sessions may be added as needed. Parent-child classes are scheduled according to family needs, developmental age, and group composition. A snack is provided during each session.

Home Visits

Home visit therapies are scheduled according to each child’s IFSP, within the means and staffing of WCEL.

INDIVIDUALIZED FAMILY SERVICE PLAN (IFSP)

   Following the initial intake and assessment procedures, the FRC contacts the family to schedule an IFSP conference and explain what will take place at the conference. Every attempt is made to schedule this meeting at a time when all staff members and parents can attend. The following areas will be considered by all present at the conference:

·    your child’s interests and strengths

·    your child’s areas of need

·    your family’s strengths

·    your family’s concerns or needs

   The IFSP is developed in partnership with parents and staff. Goals and objectives are written by reviewing strengths and needs across several areas of development. These areas are: home/family, gross motor, fine motor, social-emotional, communication, self-help, and cognition.

   The IFSP is a dynamic ongoing process. Revisions may be made any time a parent requests. At six months from the initial IFSP, your FRC will check in about any changes to initial IFSP.

PARENT INVOLVEMENT

The purpose of the parent-child groups at WCEL is to provide a setting where parents and staff can work together toward IFSP goals and objectives and promote children’s development in all areas. Parent participation in the groups is an important and valuable part of this learning process.

Parents may try out many different roles with their child in the group setting, for example:

·    Observer: learning activities to try at home;

·    Parent: encouraging separation and independence;

·    Teacher: directing an individual play activity;

·    Instructional Assistant: directing group activities when requested;

·    Facilitator: encouraging spontaneous play and appropriate interaction between children;

·    Consultant: providing knowledge about your child to the staff; and

·    Parent Group Member: networking and socializing with other parents.

   Ask staff for more information about our Parent Library and Toy & Equipment Lending Library.

SIBLING GUIDELINES

WCEL parent-child therapeutic playgroups are designed for infants and toddlers. The classroom is for your young child to explore with you and for specialists to help support your child to learn with peers.
If you have preschool age children and you are not able to make other arrangements for them, they are welcome to join the group. Parents are responsible for making sure that older siblings are engaged in activities that do not disrupt the activities or threaten the safety or well-being of younger children. An increase in the level of noise and activity in a small space can cause young children to become anxious and less open to learning. We ask that parents be aware of this at all times and remove a child from the room when necessary.

If the teacher or other staff observes that a sibling’s behavior consistently interferes with learning or safety in the group, s/he will request that the sibling discontinue coming to WCEL playgroups. WCEL staff makes every attempt to work with families but we are not always able to accommodate the needs of children who are not the age of children enrolled at WCEL.

During mid-winter break and summer, school-age children may visit the group as is appropriate for their interests and age. Please check with staff before having your older children attend WCEL groups during school closures.

THE ROLE OF UNIVERSITY STUDENTS

WCEL provides opportunities for observation and training for university and community college students. Students may observe or participate directly in the classroom. With parental approval, students may also work individually with specific children. Students may also be involved in such things as clerical work or video production. All students are closely supervised and are required to follow WCEL’s policies for privacy and confidentiality.

TRANSPORTATION

WCEL does not have the resources to provide transportation to and from the Center or to field trips. In the event that you need assistance with transportation, the FRC will refer you to resources in the community that may be able to help. Parents are responsible for making their own transportation arrangements.

SUPPLIES

Please bring an extra change of clothing and diapers for your child. Group participation may include sensory activities that can be messy so an extra set of clothing may be needed.

BEHAVIORAL GUIDELINES

At WCEL, we avoid categorizing children’s behavior as “good” or “bad”. Children need help learning what’s appropriate. Our job is to set limits and to help them learn to set these limits for themselves. At WCEL, no one will be allowed to hurt him- or herself or others, or to destroy community property. Patterns of aggression can be a sign that something is unsettled for a young person.

Our goal in dealing with aggressive behavior is to attend to both needs of the person who is hurt, by giving comfort and reassurance, and to attend to the needs of the aggressor, by working through the issues.

As per state law, adults are not allowed to spank or shake children at WCEL. We individualize discipline depending on the child’s needs, developmental level and temperament. We look for solutions that allow children to maintain a sense of self-respect while learning appropriate social boundaries for their behavior. We also try to develop discipline patterns which are consistent with parental patterns at home. For those parents who feel that the methods they’re trying aren’t working as well as they’d like them to, we are available to help them explore different approaches.

Staff will intervene when behaviors are inappropriate, yet not hurtful to others, and when behaviors are purposefully hurtful to others. For both types of behaviors, we first try to prevent the behavior by anticipating and redirecting the child. For behaviors that are not hurtful, if that doesn’t work, we verbally identify the behavior, model an appropriate one, and move on to a new activity. For example, if a child is throwing blocks, we would verbally, and if needed, physically, guide the child by saying, “Let’s build a tower” or “Let’s put the blocks in the tub.” For hurting behaviors (e.g. hitting, pinching, biting) verbally identify the inappropriate behavior and briefly isolate the child from the group then redirect him/her appropriately.

TRANSITIONING TO PRESCHOOL

WCEL is funded to provide services to children through the month of their third birthday. The transition process will begin approximately 90 days before the child’s third birthday. At that time, the FRC will discuss options for community programs/preschools. The staff will give input and make recommendations. The decision whether a child will attend a community program is made by the parents.

A site visit can be arranged to most preschools. The FRC can facilitate this visit and attend with the parent upon request.

WCEL Policies

CONFIDENTIALITY AND PRIVACY PRACTICES

Staff members will respect and maintain the confidentiality of the children and families in the program. When parents share with the staff, the information will not be passed on to other families in the program or in the community. WCEL’s staff operates as a team and therefore information is sometimes exchanged between staff members, but not always. Please contact a staff member directly if you do want them to know something, e.g. hospital visits.

Throughout your child’s participation in WCEL’s program, periodic progress reports are written and yearly evaluations conducted. These reports are shared with the Division of Developmental Disabilities caseworker, your child’s primary physician and other professionals as requested by the parents. Parental permission is obtained when parents sign the Release of Information Form upon entering the program.

WCEL is required by state funding sources to provide certain information about enrolled children (name, birthdate, gender). This information is strictly confidential and is never made public. WCEL follows state HIPAA laws.

ELIGIBILITY

All eligible children, birth to three years of age, will be admitted to WCEL, space permitting (please see the eligibility criteria in the Parents’ Rights section). Children are determined eligible by the ITEIP, Division of Developmental Disabilities, or contracting school district.

TERMINATION OF SERVICES

Children are terminated from the program for the following reasons:

·    Parental request

·    The family moves from the area

·    The child turns three years of age

·    If child’s behavior during a playgroup consistently interferes with learning or safety of the group. WCEL staff will ask that the child discontinue group attendance for an agreed upon period of time. Staff will make every attempt to suggest other places that will provide the child with opportunities for social interaction.

WCEL makes every effort to provide services to all enrolled families in the setting of their choice. However, if WCEL staff observes illegal or unsafe activities or feel their health or safety is in jeopardy, WCEL reserves the right to refuse services. This may mean suspending or terminating early intervention services until such time as the family agrees to meet at another location or the safety issue has been resolved.

ATTENDANCE

Upon entering WCEL and after the initial intake procedures are completed, the staff and parents work together to formulate the child’s program. While the staff may have suggestions, we depend upon parents, who know their situation best, to give input regarding a realistic attendance schedule for their child.

If a child needs to be absent from playgroup or miss a home visit due to illness (see section When Should I Keep My Child Home?), family emergency, transportation problems, vacation, or other reasons, please call WCEL or the therapist at least 24 hours in advance to cancel. If you are outside of the local call area, you may call collect.  

You will be contacted by WCEL if your child misses two playgroups or home visits with no advance phone call. If your child misses two uncancelled appointments in three months, s/he will be moved to the bottom of the list for that service to enable another child to utilize WCEL services.

HEALTH

Illness is always an issue when children come together in group settings and is especially true when medically fragile children are involved. We ask that parents assist us by following these guidelines. Please take note of the questions and answers below to help ensure a healthy environment for everyone.

When Should I Keep My Child Home?

If your child has:

• eye infection (discharge, redness, or swelling)

• fever (a temperature above 98.6, or 97.6 if taken under the arm)

• thick and/or yellow nasal discharge that requires frequent wiping.

• head lice

• strep throat (that has not been treated with medication from your physician within 24 hours)

• discharge from the ear

• vomiting or diarrhea

• persistent or severe cough or congestion in the chest

• infected diaper rash

• any unexplained rash

• any contagious communicable disease (such as chicken pox)

If you observe any of these conditions, keep your child home and see your physician.

What Else Should I Know About the Center?

• There are “Mouthed Toy” bins placed around the play areas in the rooms. Please put any toy that has been “mouthed” by a child in these bins. Staff will disinfect the toys after class.

• Always wash your hands and your child’s hands with the liquid soap provided after toilet use, diapering, and before snack.

• Follow our “Diaper Changing Procedure” found posted on the wall above the diaper table.

·    The staff will also observe children for health conditions and will use their best judgment in excluding children from group contact. Please let staff know if you have concerns that there is a sick child at group who may be contagious.

A reminder...

Please remember to call WCEL when your child is ill and will not be attending group - (360) 671-3660, ext. 110.

IMMUNIZATIONS REQUIRED

WCEL requires that children attending WCEL’s programs have current immunizations according to the following State of Washington April 2004 immunization schedule. 

Exceptions:

Those children whose immunizations are not current may begin WCEL programs if:

• laboratory evidence of immunity for measles, mumps or rubella is substituted for the vaccine;

·    the immunizations are obtained within 30 days after the child begins the program (if this does not occur, the child cannot remain in the program);

• a medical exemption statement is signed by a licensed physician; or

• a statement of religious or personal exemption is signed by the parent or legal guardian.

CLOSURES DUE TO EXTREME WEATHER (SNOW, ICE, ETC)

When extreme hazardous weather conditions exist, WCEL will close. This will usually correspond with the Bellingham Public School District’s decision to close. At the staff’s discretion, however, WCEL may decide to close due to hazardous weather conditions when the School District remains open. WCEL’s population is younger and may be more vulnerable than the public school population.

The procedure for informing parents of WCEL’s closure is as follows:

1.         WCEL will notify local radio stations, KGMI and KPUG, and they will broadcast the announcement.

2.         Parents may: a) listen to one of the radio stations for the announcement, b) call the radio station(s) to obtain the information, or c) call WCEL after 8 a.m. to listen for a recording about closure.

Parents are encouraged to use their own discretion, given their individual circumstances, in deciding when to keep their children home due to extreme weather conditions.

INSURANCE BILLING

As any other medical provider, WCEL relies on insurance reimbursement to help cover the costs of services.  If your child is covered by insurance (private and/or Medicaid) we will ask your permission to bill her/his insurance.  A copy of your child’s medical insurance card(s) will be required; please ask staff to photocopy the card.  Therapists bill for each individual therapy session your child receives and for group therapy time in playgroup, if your child receives that therapy individually.  Please remember to update us any time changes are made to insurance or when your child receives a new card.  Insurance billing staff will periodically phone you to confirm insurance status. 

You are not responsible for any fees, co-pays or deductibles when your child receives services through WCEL, as it is our policy to write off anything not paid by insurance.  However, you may receive an Explanation of Benefits (EOB) from your insurance company stating that only partial payment was made and that you are responsible for remainder. Please disregard this notice as WCEL does not charge for balances. 

PARENTS’ RIGHTS

The following is a summary of your rights as defined in the Early Intervention section, Part C of the Individuals with Disabilities Education Act (IDEA). Please speak with your FRC if you have any questions regarding your rights under this law or wish the entire description as stated in the law.

The time between birth and three years of age is one of very rapid growth and change. Every child is unique. Every family is unique. Services are designed to respect your family’s concerns, interests, and values. If you have concerns about your child’s development you have the right to the following:

·    Family Resources Coordination:
A Family Resources Coordinator (FRC) is available to help your family identify concerns, priorities, and resources related to your infant or toddler’s development needs. The FRC will assist you in getting early identification screening and evaluation to determine if your child is eligible for early intervention services.

·    Early Identification Screening:
This is a screening done by people trained to determine if your child is developing like other children. If there is a concern, further testing can be done.

·    Evaluation and Assessment:
An evaluation finds out how a child is developing. An assessment tells what kind of help the child needs. The evaluation and assessment can determine if your child is eligible for services.

·    Eligibility:
Any child aged birth to three with a 25% or 1.5 standard deviation delay in one or more of five areas, or who has a condition which may result in a developmental delay, may be eligible. The five areas are cognitive development; physical development, including fine motor, gross motor, vision, and hearing; communication development; social or emotional development; or adaptive development.

·    Individualized Family Service Plan (IFSP):
All enrolled children have an IFSP. This plan is developed with you and the professionals you choose and will include an FRC. It should identify your child and family’s priorities, concerns, and resources and the needed early intervention services that are provided to the extent appropriate, in natural environments. A justification must be part of the IFSP for early intervention services which are not provided in natural environments.

·    Additional Early Intervention Services:
An eligible child may receive one or more of the following services to meet her/his developmental needs, based on their IFSP: assistive technology devices and assistive technology services; audiology; family training, counseling, and home visits; health services necessary to enable the infant or toddler to benefit from the other early intervention services; medical services only for diagnostic or evaluation purposes; nursing services; nutrition services; occupational therapy; physical therapy; psychological services; social work services; special instruction; speech-language therapy; transportation and related costs necessary to enable a child and family to receive early intervention services; and vision services.

Procedural Safeguards:

You have the right to:

• an evaluation and assessment for your child;

• agree to or refuse evaluations, assessments, and services;

• confidentiality of personal and identifiable information;

• review and correct records;

• an IFSP based on your family’s concerns, interests, values; and 

• be invited and participate in meetings concerning your child’s placement in early intervention services and assessments or changes in those services.

Mediation:

You may choose to use mediation in any matter relating to the identification, evaluation, or placement of your child or the provision of early intervention services to your child and family. Mediation will be provided at no cost to you. The mediation process is voluntary and does not deny you the right to a due process hearing or any other procedural safeguard under Part C of IDEA.

Due Process:

Due process is the right of each citizen to be treated fairly, to receive the benefits the law provides. If you feel you or your child have not received the services outlined in the PARENTS’ RIGHTS section, you may ask for a hearing. This is called the Right to Due Process.

CITIZEN’S COMPLAINT PROCESS:

Any person or organization may file a citizen’s complaint if they feel the agency or early intervention service provider is violating a requirement of the law. The complaint must be written, signed and include the facts regarding the complaint. Send the complaint to the Department of Social and Health Services, Infant Toddler Early Intervention Program at the address listed below. The program shall review, write a response, and take appropriate action within 60 days after the complaint is received.

Infant Toddler Early Intervention Program
P0 Box 45201
Olympia, WA 98504-5201

WCEL Compliance Requirements

CHILD ABUSE REPORTING REQUIREMENTS

WCEL is required to report any suspected child abuse or neglect. The reporting statue RCW 26.44.030 reads as follows:

“When any practitioner has reasonable cause to believe that a child or adult dependent or developmentally disabled person has suffered abuse or neglect, he or she shall report such incident, or cause a report to be made, to the proper law enforcement agency or Child Protective Services Division, Department of Social and Health Services as provided in RCW 26.44.040.. The report shall be made at the first opportunity but in no case longer than 48 hours after there is reasonable cause to believe that the child or adult has suffered abuse or neglect.

NON-DISCRIMINATION POLICY

It is the policy of WCEL that no child, family, employee, or any other person will be subjected to discrimination by WCEL due to race, color, national origin, sex, sexual orientation, age, religion, creed, marital status, disabled veteran status, veteran status, or a disability, as consistent with Title VI of the Civil Rights Acts and Washington Administrative Code 162. This policy applies to all aspects of the agency’s programs, practices, policies and activities.

HIV/AIDS POLICY

It is the policy of WCEL that no child, family, employee, or any other person will be subjected to discrimination by WCEL because of a diagnosis of HIV positive or AIDS, or persons regarded as having or at high risk for getting HIV/AIDS or persons associated with either of the above as consistent with Section 504 of the Rehabilitation Act of 1973.

DISCRIMINATION COMPLAINT PROCEDURE

Any person who feels that he/she has been discriminated against is entitled to have that complaint investigated. The coordinator of such complaints at WCEL is the Executive Director, WCEL, 2001 H Street, Bellingham, WA 98225, (360) 671-3660, ext. 101.

Each complaint will receive a prompt and fair hearing according to the GRIEVANCE PROCEDURE outlined below.

Any person may contact or file a complaint directly with the Human Rights Commission at the following address:

The Human Rights Commission
Technical Assistance
711 S. Capitol Way, Suite #402
P0 Box 42490
Olympia, WA 98504-2409
(360) 753-0844 (Olympia)
(206) 464-6500 or (206) 587-5168 (TDD)

The time frame for filing complaints is usually within 180 days, but this may vary by statute and agency.

GRIEVANCE PROCEDURE

If a parent has a concern regarding services being provided, the concern may be reported to any member of the WCEL professional staff and/or raised at the child’s IFSP meeting. A parent may request an IFSP meeting to review plans, services and goals at any time. Scheduling the requested IFSP meeting will occur within 30 days of the parent’s request.

If there is an issue which cannot be resolved at the staff level, it will be reported by the parent or a staff member to the WCEL Executive Director who will meet with the parent and/or staff in order to resolve the issue in a mutually satisfactory and timely manner. This meeting will occur within 30 days after being reported to the Executive Director. Written records of the IFSP and formal meetings will be maintained in the child’s file.

If a resolution is not reached, the parent or the Executive Director may elect to bring the matter to the WCEL Board Program Committee for review and recommendations. This meeting will also occur within 30 days after being requested.

Parents have the right to have an advocate present during any of the proceedings if they so choose. All grievance procedures will be treated in confidence. No family who raises a concern or files a grievance need fear retaliation for bringing this information to the attention of the agency or outside resources.

Families may also elect to contact outside resources to discuss their concerns or to file a grievance. These resources are:

Wilanne Ollila-Perry, Manager
Early Intervention Services/Child Care & Family Resources
The Opportunity Council
1111 Cornwall Avenue, Ste. C

Bellingham, WA 98225
(360) 734-5121 ext. 223

or

Lynda Hobbs Burge, Case Manager
DSHS/DDD

119 N. Commercial Street, #700

Bellingham, WA 98225-4450
(360) 676-2155