Preschool Promise

Preschool Promise is a high-quality, free preschool program for eligible families. Eligibility and enrollment for Preschool Promise for the 2020-2021 school year will be coordinated by early learning hubs across the state. If you reside in Jackson or Josephine County and you have a child who turned 3 or 4 by September 1st, 2020, please complete the Preschool Screening Form below to begin the screening process for Preschool Promise. To learn more about each Preschool Promise program please click on the “Preschool Promise Provider List.”

Preschool Promise es un programa preescolar gratuito de alta calidad para familias elegibles. Los centros de aprendizaje temprano en todo el estado coordinarán la elegibilidad y la inscripción para Preschool Promise para el año escolar 2020-2021. Si reside en el condado de Jackson o Josephine y tiene un hijo que tendrá 3 o 4 años para el 1 de septiembre de 2020, complete el Formulario de evaluación preescolar a continuación para comenzar el proceso de evaluación de Preschool Promise. Para obtener más información sobre cada programa Preschool Promise, haga clic en la “Lista de proveedores de Preschool Promise”.

Preschool Promise Provider List for Parents / Lista de proveedores de promesas preescolares para padres2020-2021 Preschool Screening Form / Formulario de evaluación preescolar 2020-2021

Children’s Services

.
Presenters:

Child Care Resource Network (CCRN)
CCRN Presentation

Early Intervention and Early Childhood Special Education of Jackson County (EI/ECSE)
Jackson County EI-ECSE Presentation

LISTO
Listo Program Presentation

Oregon Department of Human Services
DHS Child Welfare Presentation

Southern Oregon Child and Family Council (EHS/HS)
Southern Oregon Child and Family Council Presentation

The Family Connection (TFC)
The Family Connection Presentation

The Family Nurturing Center (FNC)
The Family Nurturing Center Presentation

Behavioral Health

.
Presenters:

ColumbiaCare
ColumbiaCare Presentation

Family Nurturing Center
Family Nurturing Center Presentation

Family Solutions
Family Solutions Presentation

Jackson County Mental Health
Jackson County Mental Health Presentation

Kairos Jackson Services
Kairos Jackson Services Presentation

NAMI of Southern Oregon
NAMI Presentation

Options of Southern Oregon
Options for Southern Oregon Presentation

Paradigm
Paradigm Presentation

Substance Use and Recovery

.
Orientation scheduled on
June 8th

To register please click the link below:

Community Resource Orientation for Substance Use and Recovery

Medical Services

.
Orientation scheduled on
July 13th

To register please click the link below:

Community Resource Orientation for Medical Services

COVID-19 Information

https://govstatus.egov.com/OR-OHA-COVID-19

Social Services

.
Orientation scheduled on
August 10th

To register please click the link below:

Community Resource Orientation for Social Services

News

Five on 5

Skills related to social and emotional development are the skills that best prepare children for kindergarten and learning. Thank you to our many wonderful partners in Jackson and Josephine Counties who work with children and families every day to ensure they have the support they need to thrive.
-René Brandon, Director of Southern Oregon Early Learning Services

KOBI – Five on 5 Video

Calendars

Activities may be suspended due to COVID-19.

FACT Oregon January Calendar
__________________________________________

The Family Connection Calendar of Events
_
___________________________________________

Kid Time Calendar of Events
___________________________________________

Jackson County Library Calendar of Events
________________________________________________________

Josephine Community Library

Preschool Promise


Less than 40% of preschool children in Jackson and Josephine counties are currently enrolled in early education programs. This alarming statistic will soon change, as an exciting new statewide program called Preschool Promise will begin in September 2016.

In 2015 Oregon Governor Kate Brown signed HB 3380, allocating $27 million to increase the number of quality preschool programs throughout the state. Southern Oregon Early Learning Services (SOELS) is one of six Early Learning Hubs chosen to receive funds for this exciting project. One hundred and seventy children in Jackson and Josephine counties who are three and four years of age will be offered quality preschool, free of charge. Children selected will be from families whose incomes are below 200% of the Federal Poverty Level. Those families will be able to choose from an array of high quality preschools in which to enroll their children. Preschool Promise will permit families to choose the type of model they prefer, whether it is in an elementary school, a children’s Relief Nursery, family child care home, community preschool or another model. SOELS Preschool Promise programs are planned for communities stretching from Cave Junction to Phoenix.

Preschool experiences help children develop a wide range of skills in language, literacy, mathematics, as well as emotional and social competencies, all of which contribute to success in school.

With an investment of this size, you might ask, “Why is preschool so important? Why did the need for preschool capture the attention of the Oregon Legislature and ultimately initiate this large project?” A child’s experiences during their early years shape the developing nature of the brain’s architecture. Preschool experiences help children develop a wide range of skills in language, literacy, mathematics, as well as emotional and social competencies, all of which contribute to future success later in school. Strong evidence supports the value of one or two years of developmentally appropriate, high quality preschool education.

SOELS is grateful for this support of children in the region. Preschool Promise will help make an important contribution to a child’s future success, both in school and in life. As implementation plans begin to take shape, we look forward to enrolling children for a year-long time of growth and learning.

Application – ENGLISH

Application -SPANISH

Eligibility Presentation

Kaleidoscope Play and Learn Groups

KPL SCHEDULE 2019

Program Description

Over the last several years, Kaleidoscope Play & Learn has been demonstrated as an effective strategy for reaching and engaging parents and caregivers. The Kaleidoscope Play & Learn model is particularly suited because research, as well as our experience, has shown that these caregivers prefer this type of support and learning to formal training.

Kaleidoscope Play & Learn groups are facilitated play groups for young children and their family, caregivers and parents. Groups are run by community organizations, in a variety of neighborhood locations, including libraries, community centers, and apartment rec rooms and schools. Kaleidoscope Play & Learn groups meet weekly for 1 ½ -2 hours. All groups have a trained facilitator, who sets up a variety of activities and provides information and guidance to participants.

While Kaleidoscope Play & Learn groups are seen by participants as a fun way to get together with other children and caregivers, the intent of Kaleidoscope Play & Learn is to get information and support to family and caregivers to help them support early learning and healthy development of the children in their care. Children are only at Kaleidoscope Play & Learn groups for a couple of hours a week, where they play and learn new skills (particularly interacting with other children). However, the real impact of Kaleidoscope Play & Learn is in what the caregivers take away from the group and do at home with the children in their care. Through participating in Play & Learn, caregivers discover that children learn through play and daily activities; they increase understanding about how to support children’s early learning at home, and they gain confidence in their ability to prepare children for success in school and life.

Kaleidoscope Play & Learn is a model that was developed by Child Care Resources in Seattle, Washington. The model was developed using information gathered through five years’ of outcomes evaluation as well as practice in the field – learning through trial and error the different ways to run Play & Learn in a variety of settings and communities. Organizations using the Kaleidoscope Play & Learn model follow the Kaleidoscope Play & Learn Guidelines, standards based on what was learned through evaluation and practices as well as on widely recognized and accepted theories and best practices in the fields of child development; early learning; parent education; family, friend and neighbor care; community development; and cultural competency.

A facilitator, trained in the model, leads each Kaleidoscope Play & Learn group. The facilitator sets up activities, helps caregivers get to know each other, and connects caregivers with family support resources and other early learning opportunities in the community.

At each Kaleidoscope Play & Learn group there is:

  • Time for children and caregivers to participate together in open-ended, child-directed play at different play centers as well as in a planned, coordinated group activity
  • Intentional caregiver learning, which is done through facilitator modeling, coaching and guidance, brief lessons, or written materials
  • Time and opportunities for caregivers to interact and connect with each other
  • Opportunities for children to interact with each other
  • Opportunities for caregivers to develop leadership and to participate in the planning and running of the Kaleidoscope Play & Learn group

A typical Kaleidoscope Play & Learn session usually begins with time for the children and caregivers to enjoy informal play activities (such as blocks, dolls, books, art, etc.) set up by the facilitator. At each station, a brief explanation is posted for the caregivers about the benefit of the activity. The facilitators model for the caregivers how to interact with the children using the materials provided. The facilitators introduce new experiences to children by playing with the materials themselves, and describing what they are doing and why, so the adults will better understand the value of the activity. For example, at an art station, the facilitator might get on the floor and ask all of the adults and children to join her for finger painting. The facilitator would begin to paint, while demonstrating and talking to the children and adults about how painting helps children explore lines, colors, shapes and textures; helps them express their thoughts and feelings; and helps develop their creative imagination.

Often, there is a brief circle time for children and a discussion time for the caregivers, who are encouraged to share questions and concerns and serve as resources for one another. As interests are expressed or opportunities arise, the facilitator brings in additional resource people and materials to address specific concerns (i.e., child abuse & neglect, school enrollment, oral health) or plan field trips to connect with resource people and organizations.

Kaleidoscope Play & Learn Video

Background on How Kaleidoscope Play & Learn Supports Family, Friend and Neighbor Caregivers

Brain development research proves that the most crucial time for learning is from birth to five, making quality childcare and early learning experiences foundational for the future success of every child. Without it, children start behind and stay behind. Our community’s interest in helping all children get a good start in school and life has raised awareness of how important it is to provide information and resources to all people who care for children so that they can support early learning of the children in their care. If we are to reach all children, we must also reach and support their family, friend and neighbor caregivers.

Families choose family, friend and neighbor care for a variety of reasons: quality of care, convenience and flexibility of hours, family tradition. Many families choose this form of childcare because they want their children in the care of someone they know and trust – and who share their values, culture and language.

Caregivers, like other significant adults in children’s lives, want the best for the children in their care. They want their children to be prepared for school and to be healthy and happy. Caregivers and parents are eager to have opportunities to have their children play with other children. When asked, parents also indicate that they appreciate a chance to be with other adults caring for children and to learn more about how they can help the children grow, develop and learn.

Kaleidoscope Play & Learn is a strategy we use to support parents, caregivers and the children in their care, getting them the child development information and social connections they want for themselves and their children.

Intended Results and Outcomes

Our vision is that, as a result of participating Kaleidoscope Play & Learn groups, parents and caregivers’ capacity and knowledge about healthy child development improves, and more young children will enter school ready to succeed.

Evaluation

Kaleidoscope Play & Learn is a model that works. As a result of participating in Kaleidoscope Play & Learn groups, caregivers experienced these outcomes[1]:

  • 73 % increased knowledge “a lot more” in one evaluation area (eg, what to expect of children at different ages, how children learn through play, the importance of the caregiver’s role in helping the child be prepared for school, etc.)
  • 84% reported changing what they do “a lot more” with the children in their care in one evaluation area (eg, talking and doing activities, reading or looking at books, helping the child talk about and understand his/her feelings).
  • 55% reported decreased isolation “a lot more” through talking or sharing ideas about caregiving with another adult

[1] Summary of End of Year Play & Learn Participant Results, January-December 2009. Report prepared by Organizational Research Services for Child Care Resources.

Evaluation also indicates that the more times a family attends Play & Learn, the more positive the outcomes.

The evaluation also indicates that participation appears to be very beneficial for those from diverse linguistic and cultural groups as well as for family, friend and neighbor caregivers. This finding validates our approach in targeting immigrant families – who typically have a higher utilization rate of family, friend and neighbor care than other communities.

Community Partnerships

We are Affiliates of Kaleidoscope Play & Learn coordinated by Child Care Resources in Seattle, Washington. As Affiliates, we have agreed to abide by field-tested and evaluated Guidelines and to participate in quality assurance activities to ensure fidelity to the Kaleidoscope Play & Learn model as well as to ensure we are meeting the needs of our participants.

Contact

For more information or to find a playgroup near you contact Teresa Slater at Southern Oregon Early Learning Services Hub teresa_slater@soesd.k12.or.us or find us on Facebook.

Kaleidoscope Information (pdf)

KPL SCHEDULE 2019

READY! for Kindergarten®

Created in 2002 as a joint project between the Kennewick School District and The Children’s Reading Foundation, Ready! for Kindergarten® is a program designed to assist parents in getting their children ready for kindergarten entry. Research had shown that students who entered kindergarten behind their peers were generally unable to catch up to their peers in the subsequent grades. No matter what types of interventions were used after entering school, the learning gap stayed basically the same for most of the students who had started kindergarten without the necessary skills.

Parents are a child’s first, and most important teachers. Using this program to get involved in their child’s kindergarten readiness increased the percentage of children entering kindergarten meeting the reading readiness standard from 55% to 79%. Students had similar success with math readiness, and their parents and caregivers were better equipped to help their young children develop strong brain connections and enter school excited to learn. Students in the program experience the social-emotional benefits of entering school at the same level as their peers, giving them confidence to carry on to higher grades.

Ready! for Kindergarten® is designed around 26 Age Level Targets© giving parents the tools to help their child succeed before they move into the school system. Parent engage in three classes each year focusing on the learning targets their child should be working on, and practicing using the tools to do that at home. Participants receive an early learning tool kit full of enriching materials like floor puzzles, colorful wooden shapes, blocks and audio CDs to use at home with their children. During each of the three classes parents will have early learning activities demonstrated for them, and will then be able to practice those activities by role playing together. Parents and caregivers will be given the tools and assistance from the Ready!® instructors to assess their child’s progress and determine the targets they should focus on. This gives parents and caregivers the tools to help their child learn at home, while giving them the freedom to determine what activities will work best for their particular child.

Looking for a high-quality child care program for your child?

QRIS is a star rating system that childcare programs can choose to participate in. They get a star rating from the QRIS by meeting standards that are good for children. To find out more about star ratings, click here.

7 Ways to Make Your Family Favorite’s Healthy

Brittnay is a nutritionist from Australia. She is passionate about creating healthy meals for her young family to enjoy (especially sneaking in lots of veggies). She also loves sharing these ideas with others!

7 Ways to Make Your Family Favorites Healthy

VROOM

VROOM

What is VROOM?
Vroom turns shared moments into brain building moments. Whether it’s mealtime, bath time, or anytime in between, there are always ways to nurture our children’s growing minds.

Download Vroom App at Google Play Store

Preschool Promise

Less than 40% of preschool children in Jackson and Josephine counties are currently enrolled in early education programs. This alarming statistic will soon change, as an exciting new statewide program called Preschool Promise will begin in September 2016.

In 2015 Oregon Governor Kate Brown signed HB 3380, allocating $27 million to increase the number of quality preschool programs throughout the state. Southern Oregon Early Learning Services (SOELS) is one of six Early Learning Hubs chosen to receive funds for this exciting project. One hundred and seventy children in Jackson and Josephine counties who are three and four years of age will be offered quality preschool, free of charge. Children selected will be from families whose incomes are below 200% of the Federal Poverty Level. Those families will be able to choose from an array of high quality preschools in which to enroll their children. Preschool Promise will permit families to choose the type of model they prefer, whether it is in an elementary school, a children’s Relief Nursery, family child care home, community preschool or another model. SOELS Preschool Promise programs are planned for communities stretching from Cave Junction to Phoenix.

Preschool experiences help children develop a wide range of skills in language, literacy, mathematics, as well as emotional and social competencies, all of which contribute to success in school.

With an investment of this size, you might ask, “Why is preschool so important? Why did the need for preschool capture the attention of the Oregon Legislature and ultimately initiate this large project?” A child’s experiences during their early years shape the developing nature of the brain’s architecture. Preschool experiences help children develop a wide range of skills in language, literacy, mathematics, as well as emotional and social competencies, all of which contribute to future success later in school. Strong evidence supports the value of one or two years of developmentally appropriate, high quality preschool education.

SOELS is grateful for this support of children in the region. Preschool Promise will help make an important contribution to a child’s future success, both in school and in life. As implementation plans begin to take shape, we look forward to enrolling children for a year-long time of growth and learning.
Application – ENGLISH
Application -SPANISH
Eligibility Presentation

Preschool Promise is a high-quality, free preschool program for eligible families. Eligibility and enrollment for Preschool Promise for the 2020-2021 school year will be coordinated by early learning hubs across the state.
If you reside in Jackson or Josephine County and you have a child that will be 3 by September 1st, 2020, please complete the survey below to receive information about the eligibility and enrollment process:

Preschool Promise Interest Form
Preschool Promise Interest Form - En Espanol

Kindergarten Partnership and Innovation

Sixteen Kindergarten Partnership and Innovation (KPI) Projects have been funded across the state of Oregon with the common goal of improving school readiness and improving school success while reducing the achievement gap. Funded KPI projects are given flexibility to focus on one or more of the specified priorities:

  • Supporting kindergarten readiness skills and smooth transitions to kindergarten.
  • Increasing family engagement in children’s learning and connecting families and schools.
  • Providing professional development to early learning and/or elementary school professionals to improve knowledge and skills.
  • Increasing alignment, connection and collaboration in the preschool to Grade 3 system.

KPI projects are expected to work toward correcting the achievement gap, especially for underrepresented children, dual language learners, low-income, and/or racial/ethnic minorities. The programs host family events and workshops focusing on connecting families with schools before kindergarten, expanding family understanding about what it means to be “kindergarten ready”, and giving them the skills necessary to feel confident teaching their child math and reading at home. At the same time, the program gives early learning providers and kindergarten teachers a better understanding of their two different worlds. Educators are given tools to better support transitions for students and stronger relationships with each other.

Kaleidoscope Play and Learn Groups

View KPL SCHEDULE 2019-2020
Activities are suspended due to COVID-19.

Program Description

Over the last several years, Kaleidoscope Play & Learn has been demonstrated as an effective strategy for reaching and engaging parents and caregivers. The Kaleidoscope Play & Learn model is particularly suited because research, as well as our experience, has shown that these caregivers prefer this type of support and learning to formal training.

Kaleidoscope Play & Learn groups are facilitated play groups for young children and their family, caregivers and parents. Groups are run by community organizations, in a variety of neighborhood locations, including libraries, community centers, and apartment rec rooms and schools. Kaleidoscope Play & Learn groups meet weekly for 1 ½ -2 hours. All groups have a trained facilitator, who sets up a variety of activities and provides information and guidance to participants.

While Kaleidoscope Play & Learn groups are seen by participants as a fun way to get together with other children and caregivers, the intent of Kaleidoscope Play & Learn is to get information and support to family and caregivers to help them support early learning and healthy development of the children in their care. Children are only at Kaleidoscope Play & Learn groups for a couple of hours a week, where they play and learn new skills (particularly interacting with other children). However, the real impact of Kaleidoscope Play & Learn is in what the caregivers take away from the group and do at home with the children in their care. Through participating in Play & Learn, caregivers discover that children learn through play and daily activities; they increase understanding about how to support children’s early learning at home, and they gain confidence in their ability to prepare children for success in school and life.

Kaleidoscope Play & Learn is a model that was developed by Child Care Resources in Seattle, Washington. The model was developed using information gathered through five years’ of outcomes evaluation as well as practice in the field – learning through trial and error the different ways to run Play & Learn in a variety of settings and communities. Organizations using the Kaleidoscope Play & Learn model follow the Kaleidoscope Play & Learn Guidelines, standards based on what was learned through evaluation and practices as well as on widely recognized and accepted theories and best practices in the fields of child development; early learning; parent education; family, friend and neighbor care; community development; and cultural competency.

A facilitator, trained in the model, leads each Kaleidoscope Play & Learn group. The facilitator sets up activities, helps caregivers get to know each other, and connects caregivers with family support resources and other early learning opportunities in the community.

At each Kaleidoscope Play & Learn group there is:

  • Time for children and caregivers to participate together in open-ended, child-directed play at different play centers as well as in a planned, coordinated group activity
  • Intentional caregiver learning, which is done through facilitator modeling, coaching and guidance, brief lessons, or written materials
  • Time and opportunities for caregivers to interact and connect with each other
  • Opportunities for children to interact with each other
  • Opportunities for caregivers to develop leadership and to participate in the planning and running of the Kaleidoscope Play & Learn group

A typical Kaleidoscope Play & Learn session usually begins with time for the children and caregivers to enjoy informal play activities (such as blocks, dolls, books, art, etc.) set up by the facilitator. At each station, a brief explanation is posted for the caregivers about the benefit of the activity. The facilitators model for the caregivers how to interact with the children using the materials provided. The facilitators introduce new experiences to children by playing with the materials themselves, and describing what they are doing and why, so the adults will better understand the value of the activity. For example, at an art station, the facilitator might get on the floor and ask all of the adults and children to join her for finger painting. The facilitator would begin to paint, while demonstrating and talking to the children and adults about how painting helps children explore lines, colors, shapes and textures; helps them express their thoughts and feelings; and helps develop their creative imagination.

Often, there is a brief circle time for children and a discussion time for the caregivers, who are encouraged to share questions and concerns and serve as resources for one another. As interests are expressed or opportunities arise, the facilitator brings in additional resource people and materials to address specific concerns (i.e., child abuse & neglect, school enrollment, oral health) or plan field trips to connect with resource people and organizations.

Kaleidoscope Play & Learn Video

Background on How Kaleidoscope Play & Learn Supports Family, Friend and Neighbor Caregivers

Brain development research proves that the most crucial time for learning is from birth to five, making quality childcare and early learning experiences foundational for the future success of every child. Without it, children start behind and stay behind. Our community’s interest in helping all children get a good start in school and life has raised awareness of how important it is to provide information and resources to all people who care for children so that they can support early learning of the children in their care. If we are to reach all children, we must also reach and support their family, friend and neighbor caregivers.

Families choose family, friend and neighbor care for a variety of reasons: quality of care, convenience and flexibility of hours, family tradition. Many families choose this form of childcare because they want their children in the care of someone they know and trust – and who share their values, culture and language.

Caregivers, like other significant adults in children’s lives, want the best for the children in their care. They want their children to be prepared for school and to be healthy and happy. Caregivers and parents are eager to have opportunities to have their children play with other children. When asked, parents also indicate that they appreciate a chance to be with other adults caring for children and to learn more about how they can help the children grow, develop and learn.

Kaleidoscope Play & Learn is a strategy we use to support parents, caregivers and the children in their care, getting them the child development information and social connections they want for themselves and their children.

Intended Results and Outcomes

Our vision is that, as a result of participating Kaleidoscope Play & Learn groups, parents and caregivers’ capacity and knowledge about healthy child development improves, and more young children will enter school ready to succeed.

Evaluation

Kaleidoscope Play & Learn is a model that works. As a result of participating in Kaleidoscope Play & Learn groups, caregivers experienced these outcomes[1]:

  • 73 % increased knowledge “a lot more” in one evaluation area (eg, what to expect of children at different ages, how children learn through play, the importance of the caregiver’s role in helping the child be prepared for school, etc.)
  • 84% reported changing what they do “a lot more” with the children in their care in one evaluation area (eg, talking and doing activities, reading or looking at books, helping the child talk about and understand his/her feelings).
  • 55% reported decreased isolation “a lot more” through talking or sharing ideas about caregiving with another adult

[1] Summary of End of Year Play & Learn Participant Results, January-December 2009. Report prepared by Organizational Research Services for Child Care Resources.

Evaluation also indicates that the more times a family attends Play & Learn, the more positive the outcomes.

The evaluation also indicates that participation appears to be very beneficial for those from diverse linguistic and cultural groups as well as for family, friend and neighbor caregivers. This finding validates our approach in targeting immigrant families – who typically have a higher utilization rate of family, friend and neighbor care than other communities.

Community Partnerships

We are Affiliates of Kaleidoscope Play & Learn coordinated by Child Care Resources in Seattle, Washington. As Affiliates, we have agreed to abide by field-tested and evaluated Guidelines and to participate in quality assurance activities to ensure fidelity to the Kaleidoscope Play & Learn model as well as to ensure we are meeting the needs of our participants.

Contact

For more information or to find a playgroup near you contact Teresa Slater at Southern Oregon Early Learning Services Hub teresa_slater@soesd.k12.or.us or find us on Facebook.

Kaleidoscope Information (pdf)

KPL SCHEDULE 2019

Maternal, Infant and Early Childhood Home Visiting

The Maternal, Infant and Early Childhood Home Visiting (MIECHV) program facilitates collaboration and partnership at the federal , state and community levels to improve health and development outcomes for at-risk children through evidence-based home visiting programs. The State of Oregon’s MIECHV team is tasked with both the implementation/expansion of three evidence-based Early Childhood Home Visiting models, and the development of a comprehensive Regional Home Visiting Network. The three models for Jackson County are Early Head Start, Nurse Family Partnerships and Healthy Families.

Southern Oregon Early Learning Services (SOELS) and the Southern Oregon Home Visiting Network promotes high quality and evidenced-based home visiting services to all home visiting programs in both Jackson and Josephine Counties not exclusive to the MIECHV models. The Home Visiting Network facilitates activities among its members to promote program collaboration and to raise awareness about home visiting, to expand and sustain home visiting services to provide supplemental home visitor professional development, and to share relevant policy and research information.

The Southern Oregon Home Visiting Network includes representatives from home visiting programs throughout the Jackson and Josephine Counties, some of which, but not all, are funded through the federal (MIECHV) grant. Membership in the network is open to any program representatives offering home visiting services to families from the time a mother is pregnant until children enter kindergarten, or representatives from stakeholder organizations that provide support to home visiting services.

Quality, voluntary home visiting reduces costly problems, including low-weight births; emergency room visiting; and children in the social welfare, mental health and juvenile justice corrections systems, creating considerable cost savings for states. Home visiting yields powerful short and long-term effects for the families who participate.

Family Support

COMING SOON

School Readiness

COMING SOON


Governance Council Meetings:

Next: June 15, 2021
2:30-4:30 pm
Zoom Meeting

Past Meetings:

May 18, 2021
GC 05.18.21 Agenda
GC 05.16.21 Minutes
Bill Summary 05.07.21
HB 3073 FAQ
No April Meeting
March 16, 2021
GC 03.16.21 Agenda
GC 03.16.21 Minutes
SOELS Budget Projection for 2021-2023
March 1 EL Hub 21-23 SOW Draft
Bill Summary by Priority (hubs)
February 16, 2021
GC 02.16.21 Agenda
GC 02.16.21 Minutes
January 19, 2021
GC 01.19.21 Minutes
No December Meeting
November 17, 2020
GC 11.17.20 Minutes
October 20, 2020
GC 10.20.20 Minutes
No September Meeting
No August Meeting
July 21, 2020
GC 07.21.20 Agenda
SOELS Conflict of Interest Policy Statement Definitions
GC 07.21.20 Minutes
GC PowerPoint July 2020
June 16, 2020
GC 06.16.20 Agenda
GC 06.16.20 Minutes
May 21, 2020 Retreat
GC 05.21.20 Agenda
April 21, 2020
GC 04.21.20 Agenda
GC 04.21.20 Minutes
March 17, 2020
GC 03.17.20 Agenda
GC 03.17.20 Minutes
February 18, 2020
GC 02.18.20 Agenda
GC 02.18.20 Minutes
January 21, 2020
GC 01.21.20 Agenda
GC 01.21.20 Minutes

2019 Meeting Minutes

No December Meeting
November 19, 2019
GC 11.19.19 Agenda
GC 11.19.19 Minutes
Early Learning Workforce Survey Results
October 15, 2019
GC 10.15.19 Agenda
GC 10.15.19 Minutes
September 17, 2019
GC 09.17.19 Agenda
GC 09.17.19 Minutes
No August Meeting
July 16, 2019
GC 07.16.19 Agenda
GC 07.16.19 Minutes
May 21, 2019
GC 5.21.19 Agenda
GC 5.21.19 Minutes
March 19, 2019
SOELS Retreat Agenda 3.19.19
Documents Shared:
Hub Flowchart Final Draft
Guidance memo to Hubs
OR Public Official Guide
Public Meeting Law Quick Reference Guide
Public Officials & Meeting Law Memo
Dilemmas for GC Members
January 15, 2019
GC 1.15.19 Agenda
GC 1.15.19 Minutes

2018 Meeting Minutes
Backup for each meeting available upon request
GC 11.20.18 Minutes
GC 09.18.18 Minutes
Previously known as Steering Committee
SC 07.17.18 Minutes
SC 05.15.18 Minutes
SC 03.20.18 Minutes
SC 01.16.18 Minutes

2017 Meeting Minutes
Backup for each meeting available upon request
SC 11.21.17 Minutes
SC 09.19.17 Minutes
SC 05.16.17 Minutes
SC 03.21.17 Minutes
SC 01.17.17 Minutes

2016 Meeting Minutes

Agency Advisory Council Meetings:

Next: June 11, 2021
10:00-12:00 pm
Zoom Meeting

Past Meetings:

May 14, 2021
AAC May 2021 Agenda
April 9, 2021
AAC 04.09.21 Agenda
AAC 04.09.21 Minutes
No March Meeting
February 12, 2021
AAC Jan 2021 Agenda
AAC 02.12.21 Minutes
January 8, 2021
AAC 01.08.21 Minutes
November 13, 2020
AAC Nov 2020 Agenda
AAC Nov 2020 Minutes
October, 2020
AAC Oct 2020 Agenda
No August Meeting
July 10, 2020 (Cancelled)
June 12, 2020
AAC 06.12.20 Agenda
AAC 06.12.20.Minutes
May 8, 2020
AAC 05.08.20 Agenda
AAC 05.08.20 Minutes Links
AAC 05.08 PowerPoint
April 10, 2020 (Cancelled)
March 13, 2020
AAC 03.13.20 Agenda
February 14, 2020
AAC 02.14.20 Agenda
AAC 02.14.20 Minutes
January 10, 2020
AAC 01.10.20 Agenda
No December Meeting
November 8, 2019
(See Stewardship Committee Meeting)
October 11, 2019
AAC 10.11.19 Agenda
AAC 10.11.19 MinutesSeptember 13, 2019
AAC 9.13.19 Agenda
AAC 9.13.19 MinutesAugust 9, 2019
AAC 8.9.19 Agenda
AAC 8.9.19 MinutesNo July MeetingJune 14, 2019
AAC 6.14.19 Agenda
AAC 6.14.19 MinutesMay 10, 2019
AAC 5.10.19 Agenda
AAC 5.10.19 MinutesApril 12, 2019
AAC 4.12.19 Agenda
AAC 4.12.19 MinutesMarch 8, 2019
AAC 3.8.19 Agenda
AAC 3.8.19 MinutesFebruary 8, 2019
AAC 2.8.19 Agenda
AAC 2.8.19 MinutesJanuary 11, 2019
AAC 1.11.19 Agenda
AAC 1.11.19 Minutes

2018 Meeting Minutes

2017 Meeting Minutes

2016 Meeting Minutes

Executive Committee Meetings:

Next: June 24, 2021
2:30-4:00 pm
Zoom Meeting

Past Meetings:

May, 27, 2021
EC 05.27.21 Agenda
No March or April Meeting
Feb. 25, 2021
EC 02.25.21 Agenda
No January Meeting
August 27, 2020
EC 08.27.20 Minutes
No July Meeting
June 25, 2020
Minutes Pending
May 28, 2020
EC 05.28.20 Minutes
April 23, 2020
EC 04.23.20 Minutes
February 20, 2020
January 23, 2020
November 25, 2019
EC 11.25.19 Agenda
Minutes Pending
October 24, 2019
EC 10.24.19 Agenda
EC 10.24.19 Minutes
SOELS Suggested Committee Structure
No September Meeting
August 22, 2019
EC 08.22.19 Agenda
EC 08.22.19 Minutes
July 25, 2019
EC 07.25.19 Agenda
EC 07.25.19 Minutes
No June Meeting
May 23, 2019
EC 05.23.19 Agenda
EC 05.23.19 Minutes
April 25, 2019
EC 04.25.19 Agenda
EC 04.25.19 Minutes

Child & Family Wellbeing Committee Meetings:

Next: June 9, 2021
1:00-2:30 pm
Zoom Meeting

Past Meetings:

May 12, 2021
CFW 05.12.21 Agenda
April 14, 2021
CFW 04.14.21 Agenda
CFW 04.14.21 Minutes
Mar. 10, 2021
CFW 03.10.21 Agenda
CFW 03.10.21 Minutes
CFW 03.10.21 PowerPoint
February 10, 2021
CFW 02.10.21 Agenda
CFW 02.10.21 Minutes
CFW 02.10.21 Connect Oregon
January 13, 2021
CFW 01.13.21 Agenda
CFW 01.13.21 Minutes
CFW 01.13.21 Work Session
No December Meeting
No November Meeting
October 14, 2020
CFW 10.14.20 Minutes
September 9, 2020
No August Meeting
July 8, 2020
June 10, 2020
May 13, 2020
April 8, 2020
March 11, 2020
February 12, 2020
January 8, 2020

Educational Equity Committee Meetings:

Next: June 24, 2021
10:00-11:30 am
Zoom Meeting

Past Meetings:

May 27, 2021
Equity 05.27.21 Agenda
April 22, 2021
Equity 04.22.21 Agenda
Equity 04.22.21 Minutes
Draft Equity Statement
No March Meeting
Feb. 25, 2021
Equity 02.25.21 Agenda
Equity 02.25.21 Minutes
Equity 02.25.21 Shared Vision
January 28, 2021
Equity 01.28.21 Agenda
Equity 01.28.21 Minutes
October 22, 2020
Equity 10.22.20 Minutes
No August Meeting
July 23, 2020
June, 2020
May 28, 2020
April 23, 2020

ECE Workforce Committee Meetings:

Next: July 1, 2021
10:30-12:00 pm
Zoom Meeting

Past Meetings:

June 3, 2021
WRK 06.03.21 Agenda
May 6, 2021
WRK 05.06.21 Agenda
WRK 05.06.21 Minutes
Early Learning Educator Survey Results
ECE Incentive Mini Grant Summary
RCC Info Session Flyer
SOU Bridge Scholarships flyer
April 1, 2021
WRK  04.01.21 Agenda
March 4, 2021
WRK 03.04.21 Agenda
WRK 03.04.21 Minutes
Caregivers-Participant-Flyer
Caregivers Recruitment Map
February 4, 2021
WRK 02.04.21 Minutes
January 7, 2021
WRK 01.07.21 Minutes
December 3, 2020
WRK 12.03.20 Minutes
November 5, 2020
October 1, 2020
September 3, 2020
No August Meeting
July 2, 2020
June 4, 2020
May 5, 2020
March 4, 2020
February 6, 2020
January 2, 2020

Stewardship Committee Mtgs:

Committee no longer meeting.

Past Meetings:

December 3, 2019
SOELS Regional Stewardship Committee 12-3-2019
ECE EXPANSION OPPS
ECESectorPlanningPhaseIDeliverablesReviewProcess
Quantitative Data Analysis
Copy of Family-Needs-Preferences-Grid
City Level Provider Analysis 2

November 21, 2019
SOELS Regional Stewardship Committee Presentation
Quantitative Analysis
City Level Estimated Risk Level for Children 0-5 by City
Federal and State Funded PreK Enrollment
Response Charts and Questions from Preschool Expansion Interest Survey
Preschool Expansion Interest Survey (table of all responses)
Provider Type By City
Number of Programs by Age Served

November 15, 2019
City Level Mapping Worksheet Updated
Family Needs & Preferences Grid
Priority Population Regional Capacity Grid 11-15
WOU.TRI S. Oregon Provider Data
Instructions for Provider Supply Report

November 8, 2019
City Level Mapping Worksheet
Data Interpretation Document from 11-8-19 RSC
RSC Questions for 11-8-19
OKA Early Literacy Interpretive Guidance 2018-19
OKA Group Interpretive Guidance 2018-19
Kindergarten-Assess-Child-Data-PP

October 29, 2019
SOELS Regional Stewardship Committee 10-29-2019 Child Pop Data REVISED 2.0
Preschool Development Grant Tables

The Early Learning Hubs make resources and supports and more effective for children and families that have historically been overrepresented in the opportunity gap and underrepresented in services. Each Hub identifies the underserved children in their region, evaluates the needs of those children and families, and then works to ensure that programs and services reach them and effectively meet their needs. Hubs are building outcomes-focused collaborations across K-12 schools, early education, health, human services and business.

Southern Oregon has one of the highest school dropout rates in the country. Southern Oregon Early Learning Services Hub is a system-builder committed to changing that. Recognizing the need to begin at birth, the many organizations that make up the Hub are working together to reach 3 common goals.

  1. Children grow up in stable, healthy attached families.
  2. Children enter Kindergarten ready to learn.
  3. We have an aligned, effective and coordinated system for supporting children and families.

Jackson and Josephine Counties have a regional population of 19,075 children birth to age six. SOELS focuses on 17,330 children birth to age six within the two county region who were determined to be able to benefit from services due their families experiencing challenging conditions with finances, housing, addiction, mental health, and similar important issues.

What We Do

SOELS does not provide direct services to children and families. Instead, we function as a system-builder and bring together community leaders from early childhood education, health care, K-12 education, social services, private sector business, and parents to build strong partnerships to create effective and aligned programs that promote school readiness and family stability. SOELS invests early learning dollars into the region based upon these critical partner collaborations. In doing so, expertise and resources can be shared to strengthen regional services and supports, avoid duplication, and provide a network of support so families with young children feel connected to the community they live in.

The Need

Oregon ranks 46th in providing early learning services to 3 to 5 year olds and 48th in high school graduation. In our region, only 31% of children have early learning opportunities prior to kindergarten entry. Children living in households experiencing the stressors listed above, tend to have language acquisition gaps compared to their peers experiencing fewer stressors. If a child does not have access to as much language and has not had a reading-rich environment, they may already be two grades behind by third grade. Third grade reading levels predict high school graduation rates. Kindergarten through third-grade is focused on learning to read. Beginning in grade four, the focus shifts to reading to learn. A child who is already behind is less likely to catch up, more likely to feel they are not good at school, and more likely to dropout. Without the coordinated support of our system partners, that cycle is likely to repeat itself for generations.

Who does SOELS serve?

Jackson and Josephine Counties have a regional population of 19,075 children birth to age six. SOELS focuses on 17,330 children birth to age six within the two county region who were determined to be able to benefit from services due their families experiencing challenging conditions with finances, housing, addiction, mental health, and similar important issue

Goals

Goal 1: The early childhood system is aligned, coordinated, and family-centered

  • Common vision and agenda for focus population of children across 5 sectors (health, human services, K-3 education, early learning programs and business.
  • Catalytic and transformative leadership
  • All 5 sectors demonstrate alignment of agendas, strategies, and resources.
  • Partners share data and information.
  • All 5 sectors demonstrate coordination of activities.
  • The voices of families and communities served by the Hub guide the work.
  • Family resource management function has been developed.
  • Disparities in access to services and supports are reduced and services and supports are culturally responsive.

Goal 2: Children are supported to enter school ready to succeed

  • Children arrive at Kindergarten with social-emotional, language, and cognitive skills that will support their success in school.
  • Families are supported as their child’s first and most important teachers.
  • Early care and education programs and providers are equipped to promote positive child development.
  • Children and families experience aligned instructional practices and seamless transitions from early learning programs to kindergarten.
  • Disparities in outcomes from children of color and from low-income families are reduced.

Goal 3: Families are healthy, stable and attached

  • Families have positive physical and mental health, supported by access to high-quality health services.
  • Parents and families have the confidence, knowledge, and skills to support healthy attachment and the positive development of the children in their care.
  • Families have adequate resources to meet their needs, such as housing and transportation and supports to strengthen their resilience to stress.
  • Working families have access to safe and affordable childcare that promotes positive child development.

RAISE UP OREGON: A Statewide Early Learning System Plan 2019-2023
RAISE UP OREGON: 2-Pager

How to Partner with the Hub

Preschool Promise

Less than 40% of preschool children in Jackson and Josephine counties are currently enrolled in early education programs. This alarming statistic will soon change, as an exciting new statewide program called Preschool Promise will begin in September 2016.

In 2015 Oregon Governor Kate Brown signed HB 3380, allocating $27 million to increase the number of quality preschool programs throughout the state. Southern Oregon Early Learning Services (SOELS) is one of six Early Learning Hubs chosen to receive funds for this exciting project. One hundred and seventy children in Jackson and Josephine counties who are three and four years of age will be offered quality preschool, free of charge. Children selected will be from families whose incomes are below 200% of the Federal Poverty Level. Those families will be able to choose from an array of high quality preschools in which to enroll their children. Preschool Promise will permit families to choose the type of model they prefer, whether it is in an elementary school, a children’s Relief Nursery, family child care home, community preschool or another model. SOELS Preschool Promise programs are planned for communities stretching from Cave Junction to Phoenix.

Preschool experiences help children develop a wide range of skills in language, literacy, mathematics, as well as emotional and social competencies, all of which contribute to success in school.

With an investment of this size, you might ask, “Why is preschool so important? Why did the need for preschool capture the attention of the Oregon Legislature and ultimately initiate this large project?” A child’s experiences during their early years shape the developing nature of the brain’s architecture. Preschool experiences help children develop a wide range of skills in language, literacy, mathematics, as well as emotional and social competencies, all of which contribute to future success later in school. Strong evidence supports the value of one or two years of developmentally appropriate, high quality preschool

SOELS is grateful for this support of children in the region. Preschool Promise will help make an important contribution to a child’s future success, both in school and in life. As implementation plans begin to take shape, we look forward to enrolling children for a year-long time of growth and learning.
Application – ENGLISH
Application -SPANISH
Eligibility Presentation

READY! for Kindergarten®

Created in 2002 as a joint project between the Kennewick School District and The Children’s Reading Foundation, Ready! for Kindergarten® is a program designed to assist parents in getting their children ready for kindergarten entry. Research had shown that students who entered kindergarten behind their peers were generally unable to catch up to their peers in the subsequent grades. No matter what types of interventions were used after entering school, the learning gap stayed basically the same for most of the students who had started kindergarten without the necessary skills.

Parents are a child’s first, and most important teachers. Using this program to get involved in their child’s kindergarten readiness increased the percentage of children entering kindergarten meeting the reading readiness standard from 55% to 79%. Students had similar success with math readiness, and their parents and caregivers were better equipped to help their young children develop strong brain connections and enter school excited to learn. Students in the program experience the social-emotional benefits of entering school at the same level as their peers, giving them confidence to carry on to higher grades.

Ready! for Kindergarten® is designed around 26 Age Level Targets© giving parents the tools to help their child succeed before they move into the school system. Parent engage in three classes each year focusing on the learning targets their child should be working on, and practicing using the tools to do that at home. Participants receive an early learning tool kit full of enriching materials like floor puzzles, colorful wooden shapes, blocks and audio CDs to use at home with their children. During each of the three classes parents will have early learning activities demonstrated for them, and will then be able to practice those activities by role playing together. Parents and caregivers will be given the tools and assistance from the Ready!® instructors to assess their child’s progress and determine the targets they should focus on. This gives parents and caregivers the tools to help their child learn at home, while giving them the freedom to determine what activities will work best for their particular child.

Kaleidoscope Play and Learn

Program Description

Over the last several years, Kaleidoscope Play & Learn has been demonstrated as an effective strategy for reaching and engaging parents and caregivers. The Kaleidoscope Play & Learn model is particularly suited because research, as well as our experience, has shown that these caregivers prefer this type of support and learning to formal training.

Kaleidoscope Play & Learn groups are facilitated play groups for young children and their family, caregivers and parents. Groups are run by community organizations, in a variety of neighborhood locations, including libraries, community centers, and apartment rec rooms and schools. Kaleidoscope Play & Learn groups meet weekly for 1 ½ -2 hours. All groups have a trained facilitator, who sets up a variety of activities and provides information and guidance to participants.

While Kaleidoscope Play & Learn groups are seen by participants as a fun way to get together with other children and caregivers, the intent of Kaleidoscope Play & Learn is to get information and support to family and caregivers to help them support early learning and healthy development of the children in their care. Children are only at Kaleidoscope Play & Learn groups for a couple of hours a week, where they play and learn new skills (particularly interacting with other children). However, the real impact of Kaleidoscope Play & Learn is in what the caregivers take away from the group and do at home with the children in their care. Through participating in Play & Learn, caregivers discover that children learn through play and daily activities; they increase understanding about how to support children’s early learning at home, and they gain confidence in their ability to prepare children for success in school and life.

Kaleidoscope Play & Learn is a model that was developed by Child Care Resources in Seattle, Washington. The model was developed using information gathered through five years’ of outcomes evaluation as well as practice in the field – learning through trial and error the different ways to run Play & Learn in a variety of settings and communities. Organizations using the Kaleidoscope Play & Learn model follow the Kaleidoscope Play & Learn Guidelines, standards based on what was learned through evaluation and practices as well as on widely recognized and accepted theories and best practices in the fields of child development; early learning; parent education; family, friend and neighbor care; community development; and cultural competency.

A facilitator, trained in the model, leads each Kaleidoscope Play & Learn group. The facilitator sets up activities, helps caregivers get to know each other, and connects caregivers with family support resources and other early learning opportunities in the community.

At each Kaleidoscope Play & Learn group there is:

  • Time for children and caregivers to participate together in open-ended, child-directed play at different play centers as well as in a planned, coordinated group activity
  • Intentional caregiver learning, which is done through facilitator modeling, coaching and guidance, brief lessons, or written materials
  • Time and opportunities for caregivers to interact and connect with each other
  • Opportunities for children to interact with each other
  • Opportunities for caregivers to develop leadership and to participate in the planning and running of the Kaleidoscope Play & Learn group

A typical Kaleidoscope Play & Learn session usually begins with time for the children and caregivers to enjoy informal play activities (such as blocks, dolls, books, art, etc.) set up by the facilitator. At each station, a brief explanation is posted for the caregivers about the benefit of the activity. The facilitators model for the caregivers how to interact with the children using the materials provided. The facilitators introduce new experiences to children by playing with the materials themselves, and describing what they are doing and why, so the adults will better understand the value of the activity. For example, at an art station, the facilitator might get on the floor and ask all of the adults and children to join her for finger painting. The facilitator would begin to paint, while demonstrating and talking to the children and adults about how painting helps children explore lines, colors, shapes and textures; helps them express their thoughts and feelings; and helps develop their creative imagination.

Often, there is a brief circle time for children and a discussion time for the caregivers, who are encouraged to share questions and concerns and serve as resources for one another. As interests are expressed or opportunities arise, the facilitator brings in additional resource people and materials to address specific concerns (i.e., child abuse & neglect, school enrollment, oral health) or plan field trips to connect with resource people and organizations.

Kaleidoscope Play & Learn Video

Background on How Kaleidoscope Play & Learn Supports Family, Friend and Neighbor Caregivers

Brain development research proves that the most crucial time for learning is from birth to five, making quality childcare and early learning experiences foundational for the future success of every child. Without it, children start behind and stay behind. Our community’s interest in helping all children get a good start in school and life has raised awareness of how important it is to provide information and resources to all people who care for children so that they can support early learning of the children in their care. If we are to reach all children, we must also reach and support their family, friend and neighbor caregivers.

Families choose family, friend and neighbor care for a variety of reasons: quality of care, convenience and flexibility of hours, family tradition. Many families choose this form of childcare because they want their children in the care of someone they know and trust – and who share their values, culture and language.

Caregivers, like other significant adults in children’s lives, want the best for the children in their care. They want their children to be prepared for school and to be healthy and happy. Caregivers and parents are eager to have opportunities to have their children play with other children. When asked, parents also indicate that they appreciate a chance to be with other adults caring for children and to learn more about how they can help the children grow, develop and learn.

Kaleidoscope Play & Learn is a strategy we use to support parents, caregivers and the children in their care, getting them the child development information and social connections they want for themselves and their children.

Intended Results and Outcomes

Our vision is that, as a result of participating Kaleidoscope Play & Learn groups, parents and caregivers’ capacity and knowledge about healthy child development improves, and more young children will enter school ready to succeed.

Evaluation

Kaleidoscope Play & Learn is a model that works. As a result of participating in Kaleidoscope Play & Learn groups, caregivers experienced these outcomes[1]:

  • 73 % increased knowledge “a lot more” in one evaluation area (eg, what to expect of children at different ages, how children learn through play, the importance of the caregiver’s role in helping the child be prepared for school, etc.)
  • 84% reported changing what they do “a lot more” with the children in their care in one evaluation area (eg, talking and doing activities, reading or looking at books, helping the child talk about and understand his/her feelings).
  • 55% reported decreased isolation “a lot more” through talking or sharing ideas about caregiving with another adult

[1] Summary of End of Year Play & Learn Participant Results, January-December 2009. Report prepared by Organizational Research Services for Child Care Resources.

Evaluation also indicates that the more times a family attends Play & Learn, the more positive the outcomes.

The evaluation also indicates that participation appears to be very beneficial for those from diverse linguistic and cultural groups as well as for family, friend and neighbor caregivers. This finding validates our approach in targeting immigrant families – who typically have a higher utilization rate of family, friend and neighbor care than other communities.

Community Partnerships

We are Affiliates of Kaleidoscope Play & Learn coordinated by Child Care Resources in Seattle, Washington. As Affiliates, we have agreed to abide by field-tested and evaluated Guidelines and to participate in quality assurance activities to ensure fidelity to the Kaleidoscope Play & Learn model as well as to ensure we are meeting the needs of our participants.

Contact

For more information or to find a playgroup near you contact Teresa Slater at Southern Oregon Early Learning Services Hub teresa_slater@soesd.k12.or.us or find us on Facebook.

Kaleidoscope Information (pdf)

Strengthening Families

Strengthening Families Protective Factor Framework Training Series

SF Training Flyer

 

 

 

 

 

 

 

 

Preschool Expansion

COMING SOON

Community Resource Orientation (CROP)

211info

211info is a nonprofit that helps people navigate health and human services systems.
Here’s how it works: Anyone can dial 211 weekdays between 8am and 6 pm to reach a certified Community Information Specialist who will talk with them about what kinds of community resources they need. Maybe they are hungry, about to be evicted, worried about their toddler’s behavior, or in need of legal advice or employment resources—or perhaps the caller is a teacher or concerned neighbor who is seeking resource information for someone else.

211info Contacts for Providers

Oregon Department of Human Services

DHS Vision & Mission

  • Vision:Safety, health and independence for all Oregonians.
  • Mission: To help Oregonians in their own communities achieve wellbeing and independence through opportunities that protect, empower, respect choice and preserve dignity.

DHS Presentation

Southern Oregon Early Learning Services

SOELS does not provide direct services to children and families. Instead, we function as a system-builder and bring together community leaders from early childhood education, health care, K-12 education, social services, private sector business, and parents to build strong partnerships to create effective and aligned programs that promote school readiness and family stability. SOELS invests early learning dollars into the region based upon these critical partner collaborations. In doing so, expertise and resources can be shared to strengthen regional services and supports, avoid duplication, and provide a network of support so families with young children feel connected to the community they live in.

SOELS Community Resource Orientation Presentation

211info SO Family Article

211info Special Programs

Agency Update Tips

Database User Guide

Search Hints

Professional Development for Educators

Exciting course at RCC this Fall!
ECE258 Early Childhood Home Visitation

ECE258 Flyer

For more information, click here.
Or contact Kelsey Dennis at 541-245-7553 or by email at kdennis@roguecc.edu


Meaningful Videos for Parents & Partners

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