Children’s Responses to Crises and Tragic Events
Infants, toddlers, preschoolers, and young children who experience a tragic event may show changes in their behaviors. They may also be indirectly affected by a crisis by what they see on the TV or hear. The most important role you can play as a parent in an emergency situation is to stay calm. Children of all ages easily pick up on their parents or other’s fears and anxieties. This may cause changes in behaviors. Children, no matter what their age, do not always have the words to tell you how they are feeling. They may not know how to talk about what has happened. Their behavior can be a better sign. Sudden changes in behavior can mean they have been exposed to trauma or a crisis.

Infants, toddlers, preschoolers, and young children who experience a tragic event may show changes in their behaviors. They may also be indirectly affected by a crisis by what they see on the TV or hear. The most important role you can play as a parent in an emergency situation is to stay calm. Children of all ages easily pick up on their parents or other’s fears and anxieties. This may cause changes in behaviors. Children, no matter what their age, do not always have the words to tell you how they are feeling. They may not know how to talk about what has happened. Their behavior can be a better sign. Sudden changes in behavior can mean they have been exposed to trauma or a crisis.

Check out this article from the National Center On Early Childhood Health and Wellness to learn more.

Eva MandersonComment
What is Addiction?
When people who use drugs can't stop taking a drug even if they want to, it's called addiction. The urge is too strong to control, even if you know the drug is causing harm.

When people who use drugs can't stop taking a drug even if they want to, it's called addiction. The urge is too strong to control, even if you know the drug is causing harm.

Check out this article from to learn more about addiction.

Lauren O'DriscollComment
The Benefits of Being Bilingual

A Head Start currently serves more than 300,000 children who are dual language learners (DLLs) in 87.4 percent of its classrooms (Office of Head Start, 2011). This document lists some reasons bilingualism is an asset to individuals, families, and our entire society. Head Start staff can share the benefits of bilingualism with families, find ways to support children’s home languages, and encourage families to keep their language strong

Check out this article to learn more from Planned Language Approach.

Lauren O'DriscollComment
Provider Spotlight

**This article represents a new feature we are making a regular happening.  We are spotlighting one early childhood professional who is currently working and making things work while highlighting a part of early childhood education and care that is important right now. This quarter, meet Jeri Normandin of Clatsop County. Jeri receives a Lakeshore Learning Gift Certificate as the Spotlight Provider. If you are interested in being in the spotlight, let us know!” –NW Regional CCRR-  


Fifty-eight professionals in Clatsop, Columbia and Tillamook Counties hold Registered Family (RF) childcare licenses making it the most commonly held license in the region.  By contrast, there are only four Certified Family (CF) professionals; two in Clatsop County; one in Columbia and one in Tillamook.  The largest difference between the two licenses is that a RF can care for a maximum of ten children, depending on ages, while a CF can serve 12 (16 with individual approval from the Office of Child Care).  Still, few professionals make this move. Last fall, after learning one of her families was expecting a baby, Clatsop County RF provider, Jeri Normandin began exploring the process of changing from RF to CF.  Let’s meet Jeri now.

Since joining the childcare profession thirty years ago, Jeri has been caring for children of all ages. “Three-and-a-half months is my youngest right now and seven years the oldest,” reports Jeri.  “I started babysitting when I was young,” Jeri continues, discussing her journey to a family childcare career. “I have been a nanny; worked with special needs children for thirty years and coached Special Olympics for nine years. I have a medical background and I am a children’s author.  I write books teaching children about kids with special needs. I have always loved working with children.”  

Jeri’s pleasantly green, country location east of Astoria on Highway 30 houses her Registered Family (RF) business, Jeri’s Starfish Minis In-Home Day Care making her one of the region’s fifty eight RF professionals and a critical, vital part of Oregon’s overall childcare picture.  Center and non-residential programs employ more professionals and care for greater numbers, but can lack flexibility and the homey vibe of family childcare.  They can also have high turnover, high prices and long waiting lists.  Many families, like the seven Jeri serves, rely on family childcare for scheduling flexibility. For example, Jeri’s hours in the NACC database show her willing to start her care day at 4:00 a.m. and to stay open until 7:00 p.m. and for many holidays!   Value in pricing and the ability to have siblings in the same program are other popular reasons for choosing family childcare.  In fact, Jeri began exploring the transition from RF to CF when she learned that one of her families was expecting a new baby. This long-term relationship keeps many families in home-based care. “A childcare provider is not (only) a babysitter,” declares Jeri.  “They are part of a child’s family and support system for parents.”

Though still home-based, Certified Family Childcare’s structure allows possibly caring for more children and hiring staff; something outside the usual limits of RF care.  Most providers who look into it do so for the same reasons Jeri did:  to explore ways to increase numbers in infant care. Infant/toddler care is in high demand across the state and the nation should make it possible for a family childcare provider to grow her business.  But the time and labor-intensive nature of infant/toddler care limits the total number of children a provider can accommodate. Certified Family licensing sometimes means an additional infant, but it also carries increased compliance, training and restrictions.  

“I read through all the different rules,” says Jeri of the process “and I would have to put a bigger fence all the way around my yard.  I just don’t have that kind of money. And all the extra inspections cost more money and they are every year instead of every two. Then you have to hire an extra person and that would take all the extra profits from the extra three kids I could have.” Jeri is talking about the fact that Certified Family childcare providers must renew their license every year instead of every two like RF. They also must undergo an Environmental Health Specialist inspection in addition to regular health and safety inspections. Furthermore, increasing the numbers of children is dependent on square footage of the space; as center-based care does.  And child/caregiver ratios mimic center-based care rules as well. These additional considerations can be daunting to RF providers like Jeri.  “A lot of extra money for very little return. I would love to do it,” she adds, “but they sure don’t make it easy to take just three more.”

Frustrations like these don’t keep Jeri from running a great program and enjoying her work.  She has a continuous spotless compliance, inspection and health and safety record up to and including her last inspection in October. She is also the only childcare provider that is a member of the local Chamber of Commerce!  And it isn‘t boring. When asked about a typical day, Jeri says, “we do Daily Sign Time (sign language lessons) and yoga; arts and crafts; outside time, weather permitting.  We go on field trips to the park and beach. I do preschool lessons with the children three and above. Plus singing, dancing, reading, and, of course, free play!”  

Busiest times of day?  “Before lunch and after nap!”

Favorite thing about the job? “Watching children grow and learn new things!”

Most important qualities in a childcare provider?  “Patience. Empathy. Good communication.  To love what you do is a very important part of being a childcare provider.”  

Most challenging part of the job? Building relationships with families means putting your heart on the line. And that comes with many ups and downs.”  

Happiness and satisfaction with her work?  “I have devoted many years to taking care of children. I love what I do very much.”

Thanks, Jeri.  Well said.

**has been read by provider and content verified and approved for accuracy by her.

Jeri and sign.jpg
jeri and kid 1.jpg
Margo McAllister Comment
NEW Safe Sleep Training and Requirements

The Office of Child Care recently passed new rules around infant safe sleep. Amongst these rules is one which states if a program is found with a safe sleep violation, that OCC will notify all parents of infants enrolled in that program by mail. Very often safe sleep violations occur in child care programs as a result of parents requesting for their child to sleep in that manner. Therefore, the letter, while informing parents of the violation, also serves the purpose to offer research on best safe sleep practices.

A brochure that you could share proactively with your parents can be found here:

(In Spanish)

Many providers have already shown their commitment to the safety of Oregon’s youngest children in your care by taking the Safe Sleep for Oregon’s Infants training. The goal of this training is to provide Early Educators with an opportunity to learn about safe sleep practices and to identify and prevent risks to the babies in your child care program. People have a lot of great things to say!

  • “Great Training.”

  • “Thank you for all of the knowledge on safe sleep.”

  • “It was very helpful.”

  • “I will use this knowledge every day as I work with infants.”

  • “This was easy to follow and complete.”


Find the training here:


At the end of the training you will take a Quiz. At the end of the Quiz is a Submit button which will go to ELD. The Submit button may not work in Chrome depending on your default pdf viewer. Download and save the file to your computer following your internet browser instructions to a location you can remember, complete training, attach to email and send to

Margo McAllisterComment
College Class Series Cancelled


October 16, 2018

 Greetings from NW Regional CCR&R.

 At this time, all four sessions of “Early Childhood Learning and Development” (College Class) scheduled for 6 pm Thursday evenings (October 11, 18, 25 and November 1) have been cancelled. Our plan is to regroup and bring these back to you the near future. Please watch for our Winter Newsletter for the reschedule.

 If you would like to host a training and have at least 6 people who would participate, please contact Virginia or Debby via email. We would love to add an opportunity for you.

 You can check out our website at If our work out in the field makes it challenging for you to reach us by phone, please send us an email at or or call the WSC phone line and speak to Administrative Assistant, Victoria, at 503-614-3162.  

Thank you for all you do!


NW Regional CCR&R Team

Debby ReedComment
New Rules Informational Webinars and Sessions Introduced

October 17, 2018

Dear Early Childhood Professionals.....

The Early Learning Division Office of Child Care is hosting a series of in-person Engagement Sessions and Webinars to gather your feedback on upcoming rule changes – including questions, comments, suggestions, ideas, concerns, you name it!

As you know a small set of changes to the child care licensing rules went into effect on 9/30/18, but there are a whole lot more improvements and changes coming in early 2019. We would love to share these draft changes with you and hear what you think!

Click here to see session and webinar information and to RSVP for the session nearest you! Contact Regan Sheeley at with questions.

if you’re not able to attend an engagement session, feel free to join one of these webinars:

Certified Family Homes

October 30 6p-8p

Registered Family Homes

November 6 6p-8p

Certified Child Care Centers

November 13 6p-8p

After registering, you will receive a confirmation email containing information about joining the webinar.

Brought to you by GoToWebinar®

Webinars Made Easy®

 This information can also be viewed at the Early Learning Division's Website

NW Regional CCR&R Team

Debby ReedComment
The Benefits of Being Bilingual

Cognitive Social Emotional

Individuals who are bilingual switch between two different language systems. Their brains are very active and flexible (Zelasko and Antunez, 2000). Research also shows that bilingual people have an easier time y understanding math concepts and solving word problems more easily (Zelasko and Antunez, 2000); y developing strong thinking skills (Kessler and Quinn, 1980); y using logic (Bialystok and Majumder, as cited in Castro, Ayankoya, & Kasprzak, 2011); y focusing, remembering, and making decisions (Bialystok, 2001); y thinking about language (Castro et al., 2011); and y learning other languages ( Jessner, 2008). In addition, research indicates that bilingualism may delay the onset of Alzheimer’s disease (Dreifus, 2011).

Social Emotional

Becoming bilingual supports children to maintain strong ties with their y entire family, y culture, and y community. All of these are key parts of children’s developing identity (Zelasko and Antunez, 2000). Bilingual children are also able to make new friends and create strong relationships in their second language—an important personal skill in our increasingly diverse society. Finally, recent research has also found that children raised in bilingual households show better self-control (Kovács and Mehler, 2009), which is a key indicator of school success.


School readiness and success for children who are dual language learners (DLLs) is tied directly to mastery of their home language (Zelasko and Antunez, 2000). Bilingual children benefit


academically in many ways. Because they are able to switch between languages, they develop more flexible approaches to thinking through problems. Their ability to read and think in two different languages promotes higher levels of abstract thought, which is critically important in learning (Diaz, 1985). The list of benefits of bilingualism is constantly growing. Current research shows that people who use more than one language appear better at ignoring irrelevant information, a benefit that seems to exist as early as seven months of age (Kovács and Mehler, 2009). Thinking in a second language frees people from biases and limited thinking (Keysar, Hayakawa, & An, 2011). Children who learn to read in their home language have a strong foundation to build upon when they learn a second language. They can easily transfer their knowledge about reading to their second language (Páez and Rinaldi, 2006).


One-half to two-thirds of adults around the world speak at least two languages (Zelasko and Antunez, 2000). In our global society, they have many advantages. Bilingual adults have more job opportunities around the world than monolingual adults (Zelasko and Antunez, 2000). Research shows that they also earn an average of $7,000 more per year than their monolingual peers (Fradd, 2000). Bilingual individuals have the opportunity to y participate in the global community in more ways, y get information from more places, and y learn more about people from other cultures.






Debby ReedComment
One College Credit Class Begins Virtually or Face-to-Face in Fall

                           Northwest Regional CCR&R and Clatsop Community College’s Continuing Education/Workforce Development are collaborating on a one-college-credit professional development opportunity for early childhood educators and care providers in Clatsop, Columbia and Tillamook Counties for the Fall term which begins in September of 2018.  The course “Early Childhood Development and Learning” is to be held on four consecutive Thursday nights beginning October 11th and continuing through November 1. 

              The class, a tri-sectioned course, explores the first three of the NAEYC’s 10 standards for early childhood programs:  Relationships; Curriculum; and Teaching.  Students will spend ten clock hours  in human growth and development and learning environments and curriculum examining how positive and responsive relationships, developmentally appropriate plans and effective instructional approaches are part of the foundations of a quality early learning program.  The class will be held from 6 pm—8:30 pm at Clatsop Community College’s Jerome Campus.  Exact classroom is still to be determined.

This Continuing Education course is $35 and scholarship funds are available through both the NW Early Learning Hub and the Oregon Center for Career Development.  Successful completion includes attendance October 11, October 18, October 25 and November 1.  A virtual attendance option will be available as well. Course, scholarship and registration details will be available in the Fall college catalog or by contacting your CCR&R specialist. 




Debby ReedComment
Oregon's Early Learning Standards....and You!


                  Oregon adopted the Head Start Early Learning Outcomes Framework: Ages Birth to Five as its early standards for child development for child development and incorporated it into Oregon's Early Learning Standards document.
                  The early learning standards are grounded in comprehensive research around what young children should know and be able to do during their early years in order to be successful in school and in life. The Framework provides comprehensive yet manageable coverage of child outcomes that align with kindergarten expectations. It also emphasizes inclusion of all children including those from diverse linguistic, economic, and cultural backgrounds, as well as those who may be experiencing disabilities.
A free, self-paced, online training course on Oregon’s Early Learning Standards is available on the Learning with OCCD management site at: Once you get to the Learning with OCCD site, click on Oregon’s Early Learning Standards course.

This course will provide 2 hours of Set One (introductory) professional development in the core knowledge category of Personal, Professional and Leadership Development (PPLD). The course introduces the Head Start Early Learning Outcomes Framework: Ages Birth to Five components, the intended purpose of the framework, and some suggested uses of the framework for early childhood educators and families.

The Framework describes the skills, behaviors, and knowledge ALL children ages birth to five years can develop as outcomes or standards and focuses on five central developmental domains:


· Approaches to Learning

· Social and Emotional Development

· Language and Literacy

· Cognition

· Perception, Motor, and Physical Development

The course also reviews interesting research on the critical development of the young child’s brain and body, setting the stage for the importance of supporting learning in the early years. This training ties information about how children learn with examples of activities and strategies for using the standards to do program planning that supports child development.

This training could be a valuable tool for you as a trainer serving early childhood educators. If you are not familiar with Oregon’s Early Learning Standards, we encourage you to take this training.

You can use the information to develop your own trainings. Also, think about how you can promote this introductory training as a first step to exploring early learning standards and build upon it with more in-depth information. For example, you may want to design a training for early childhood educators that takes the introductory information to the next level, such as examining the standards in relationship to diverse learners and using them to plan activities for children. 


Debby ReedComment
Lower Columbia Hispanic Council


           The Lower Columbia Hispanic Council (LCHC) is a community-based organization whose mission is the equitable integration of resident Hispanics into the broader social and economic fabric of the Lower Columbia community.

LCHC aims to provide programs and services that address both the immediate and long-term needs of the community. Concurrently, they strive to create opportunities for Hispanic families to gain skills that empower them and that create greater self-sufficiency. Finally, they seek to help Hispanic families integrate into the greater community. To accomplish these goals, we offer programs and services that focus on Education, Health, Financial Empowerment and Advocacy & Civic Engagement.

  The Lower Hispanic Council has been serving since 2006, is a community-based nonprofit organization whose mission is the equitable integration of resident. LCHC became a nonprofit organization in 2006 but the founding members have been working with the Latino immigrant community since 1992. As the only organization in Clatsop, Columbia, and Tillamook Counties that provides specific services in Spanish to Hispanics.

LHC has a program “Abriendo Puertas/Opening Doors” that focuses on Latino parents with children ages 0-5. The program was designed in partnership with Latino parents to incorporate their values, concerns, and culture into the curriculum. The objective of the program is to incorporate school readiness, family well-being, and advocacy by addressing the following practices: in Brain development, key aspects of early childhood development (cognitive, language, physical, and social/emotional), early literacy, numeracy, bilingualism, health, attendance, civic engagement, parent leadership, goal setting, and planning for family success.

How familiar are we with organizations in our community? Or organization that best supports those who play a role in Early Learning. We have decided to include an organization in your community that many aren’t aware that exist in your community. The Lower Columbia Hispanic Council has been serving for 12 years in Clatsop, Columbia and Tillamook Counties. Even though they are located in Clatsop they provide services to all THREE counties. For more information on ALL their service visit

  We had the opportunity to interview a staff member at the LHC, to aim to go in more depth on their service that the public isn’t aware of their service and how they contribute to the Early Learning community and you can get involved with local organizations in your community. 


Virginia GarciaComment
Children's Institute Visits the Northwest Region & Rural Early Childhood Education

If you are not familiar with Children’s Institute, they are a research and action organization dedicated to improving the odds for Oregon's at-risk children. They are an important driving force behind early childhood policy changes at the state level and early childhood investments. They work closely with state legislators and the early learning division. Children’s Institute (CI) strives to build support for a state early childhood system where all children have the opportunity to achieve success in school and life. Research tells us that services and programs that enhance a child’s early education and healthy development have the greatest chance of improving academic and social success. CI focuses on three key components through policy advocacy and community engagement to improve early health and education outcomes:

-         On-track development during the earliest years of a child’s life (prenatal to age 3)

-         High-quality preschool that adequately prepares children for kindergarten

-         Strong system alignment between preschool and the early elementary grades

At its core, Early Works is based on the understanding that children will be most successful if they and their families have access to services that are universally available, built on community-school partnerships, informed by data-driven decision-making, and focused on a shared goal of school readiness and school success, starting from birth.

Is committed to serving all COUNTIES in Oregon who support Early Learning, they have been around our communities. A few months back in March we had the Children’s Institute visit Clatsop and Tillamook County. In Tillamook, they took the time to visit a childcare provider in Tillamook County. They took notes on how rural communities have a struggle with childcare due to the lack of support from the state level as well as transportation being a barrier for many to transport their children. The provider expressed their struggles as a provider in a rural community, “The biggest struggles of being rural area provider are that there aren't enough of us to fill the need of the area, and I have to travel about 10 miles one way to take the kids anywhere”. They took the time to learn about early childhood services in rural Oregon. This visit was an opportunity to highlight what is great about early childhood services in our communities and also share some of the struggles Tillamook has.


Rafael Otto “Senior Communication Associate” from the Children Institute had the opportunity to visit Preschool Promise sites here in Tillamook County on June 7th to visit and take photos of Preschool Promise classrooms. The Children’s Institute is working on a short publication about the program and would like to capture photos from a few different sites around the state.    The CI visit was an opportunity for them to learn about the early learning program in a more rural part of the state, and to hear about some of our unique barriers to expanding access and improving quality of early learning programs in Tillamook and Clatsop.


Virginia GarciaComment
211info Streamlines Child Care and Family Services

211 Services Are Up and Running As of July, 2017, the Early Learning Division has a new support in the field.  211info Services is providing parent referrals and enrollment information for child care providers and early learning programs.  This is not meant as a replacement for Child Care Resource & Referral services, but rather an enhancement  to better support children and families.  211info’s extended weekday hours 7 a.m.-11 p.m. and weekend hours 8a.m.-8p.m. are helpful in busy family life.

Initially, 211 staff  contacts providers and enters them into the data base.  New providers or those not contacted yet can fill out an intake form with CCR&R to be linked to the database.  Providers control what information is available regarding their services.   If providers have changes in information such as program vacancies to announce or special events, they simply update their profile with 211info and the most current information is available to families. Families seeking child care, parenting classes, play groups, and more (see ad; page 7) can call, email, text, or visit to receive free, live, confidential and up-to-the-minute child care referrals and assistance. 

211info serves every county in Oregon as well as some in SW Washington. 211info is involved other projects that give clients an extra layer of services families sometimes need such as food assistance, early learning resources, pre-natal care and daily inclement weather information.  

Every year more than 425,000 people contact 211info or search its databases for services.  You can also receive information via mobile devices and email.  211info is toll free and confidential.  They also have bilingual staff who can take calls in Spanish and all 211info staff have access to interpreter service in 140 languages.

CCR&R continues providing professional development  and training, helping families and providers navigate the child care system and creating strong community partnerships.  Working in tandem with 211info and focusing our own efforts where it is most critical can help provide the best outcomes for Oregon’s children.-Oregon Department of Ed. Early Learning  Division newsletter (2/16)


Virginia GarciaComment
Public Commentary Draws Much Feedback Over Proposed Child Care Rules

The Office of Child Care received substantial feedback on proposed rule changes for all child care settings during the public comment period that closed May 21, 2018 and has continued to receive questions and feedback. In an effort to allow more time for public comment, as well as offer additional guidance and opportunities to answer questions from providers, the Office of Child Care will suspend the rulemaking process for the majority of proposed rule changes and move forward in two phases.

Phase 1: A narrow set of the existing proposed rule changes will move forward for adoption in the late summer or early fall. This subset will include rules required to remain in compliance with new federal Child Care Development Fund requirements, state requirements from HB 4065 (2018), and to address standards related to the unique needs of infants. These rules will be open for public comment on July 1, 2018. They will be available on the Secretary of State’s website in the July Bulletin: as well as on our website at: These rules will be effective September 30, 2018.

Phase 2: The remaining proposed changes for permanent rule consideration will reopen for public comment in the fall. The Office of Child Care will conduct a series of engagement sessions with child care providers throughout the state this summer and continue to accept questions and feedback via email at

Supporting documents, including a Frequently Asked Questions page, will continue to be posted on our website at: addition to these rules, the Early Learning Council will consider new rules for temporary adoption on June 28, 2018. These rules will require providers to provide parents a copy of the program’s current child care license certificate and to post any serious valid complaint and non-compliance letters. These proposed rules will be effective July 1, 2018 in an effort to improve communication with parents. The proposed temporary rule language for Registered Family, Certified Family and Certified Center providers can be found


Virginia GarciaComment
Greater Oregon Behavior Health Wants to Hear Your Voice

Greater Oregon Behavioral Health  invites you to make your voice heard in your community of Clatsop, Columbia or Tillamook County. 

             NW Regional CCR&R specialists , Virginia Garcia and Debby Reed and local  Registered Family child care provider, Irene Barajas recently attended a GOBHI session  aimed at removing barriers related to child care.  Barajas, who runs a successful and popular family child care spoke to the complexity of the system families have to navigate and the level of commitment it takes to make the business work.  Barajas herself works seven days a week.  Her license allows her to care for a maximum of ten children, but she actually serves closer to thirty.  Her flexibility and willingness to work with family schedules have placed her in demand.  GOBHI can turn its attention to any subject the public wishes  as long as it is about removing obstacles to get children aged 0-17 the services they need.   Anyone in these regions can submit their feedback and share their experiences with a Barrier Form; a written description of difficulties or obstacles encountered in trying to assist  youth aged 0-17, who are enrolled and involved in multiple health and family systems like Medicaid or the Foster Care System. The child care system is just one example.  In each locality, Practice Level Work Groups and System of Care Site Leads will follow up individually to determine if this is a pattern others are experiencing; if it involves multiple systems; and any additional context to the barrier to customer service. 

Garcia and Reed got valuable feedback on community needs and are responding with flyers and press releases about Child Care Resource & Referral support and the Inclusive Child Care Program has responded as well with plans to attend a future meeting. Individuals submitting their feedback in the form of the barrier report have the option to remain anonymous and/or also share the barrier to the Practice Level Work Group.

Use the link below to the website for more information as well as access to the Barrier Submission Forms.


Virginia GarciaComment
Governor Issues June Directive

On June 11, 2018, the Early Learning Division Office of Child Care received a directive from the Governor to address an urgent need to increase the availability of information to parents about the child care programs where their children are enrolled.                  

             In response to the Governor’s Directive, temporary rules were adopted by the Early Learning Council during their meeting yesterday, June 28, 2018.

These rules were added to the General Requirements sections of the rules for Certified Centers, Certified Family Child Care Homes and Registered Family Child Care Homes to increase the availability of information about child care programs to the parents of children enrolled in each licensed facility.

This is one of the first steps taken to better inform families.

The temporary rules, effective immediately,  will require providers to inform parents that they can access information about the child care program on the Office of Child Care’s website or by calling the Office of Child Care’s toll-free phone number.




The temporary rules will also require providers to post all serious valid and serious non-compliance letters so parents can view them, as well as notifying all parents of any closure of the active license.

             Finally, the added rules will require providers to ensure that parents of children enrolled have viewed the current license certificate and the new certificate if any information is updated.

You can review the adopted temporary rules here:

Documents and technical assistance information are being prepared to assist programs in complying with the new rules. In the meantime, please send your questions to Cheyenne Gardner at




Virginia GarciaComment
Annual Child Care Business Conference Coming in November

If you are like many early learning professionals, you went into the profession with the desire to work with children and serve families. Now, you find yourself faced with the demands of operating a business. 

           In response to this need, Oregon’s Child Care Resource and Referral System, and its Early Childhood partners, are offering the first statewide Child Care Business Conference on November 10, 2018 at the Fort Dalles Readiness Center in The Dalles. 

           Financial stability, profitability and strong management skills are critical to the success of a child care business. Strategic business planning is an essential foundation for program quality.  Conference workshops will address these needs by including topics on risk management, marketing, finance, human resources, staff leadership and information on access to loans and other business supports.

           The conference will also feature Tom Copeland, a nationally renowned child care business specialist and licensed attorney. He is the author and coauthor of numerous books including Family Child Care Contracts & Policies, Family Child Care Record-Keeping Guide, Managing Legal Risks in Early Childhood Programs, and Family Child Care Marketing Guide.

           Each year Tom trains thousands of family child care providers, trainers, and tax preparers on important business issues, including record keeping, taxes, marketing, contracts, and legal issues.

           The conference planning team hopes this will become an annual gathering to focus on the business aspects of child care. This effort will support quality, successful, and sustainable early education programs that serve Oregon’s working families and our youngest community members.

           Please consider joining for a content filled day focusing on these critical skills. Detailed registration information will be available this summer.

For more information about the keynote speaker, please visit Tom Copeland’s website



Virginia GarciaComment
July 1 Info post & August 31 Verification of Viewing

New Postings; New Rules: July/August


Last night, Virginia and I were doing a training in Columbia County and we had a couple of providers express concern over the recent “rule” info they received from the ELD.  It was the information telling you that you must publish and post some new things in your childcare space. 

We know it can be nerve-racking when you unexpectedly get a new direction with a deadline unexpectedly.  Life with children is full of stuff like that!  Anyone with kids or involved with kids has had the experience of the late night run to any open store to get beans and macaroni to make a map of Oregon by the morning or the desperate hunt through the clearance racks at Freddie’s for a white long sleeved shirt with a color for the required choir outfit for the concert that is tonight! That stuff is second nature to the born multi-taskers like you!

So here is what you can do, if you haven’t already addressed this new piece. 

  • Write the website address and phone number below on a notecard or small piece of paper and post it on the wall next to your license.  Your cards should say this:  
  • “You may access child care safety info at the child care portal at or by calling 1-800-556-6616.”
  • If you should happen to receive a valid serious complaint or serious non-compliance letters from July 1, 2018 on, you must post a copy of the letter/s where parents can see them.  Same goes if your license closes for any reason: notify parents immediately. 
  •  Finally, you need a signed declaration on file of parent signatures verifying they have seen a copy of your current license certificate. The Office of Child Care should have sent you one to use. It is a three-column form that you have each of your parents sign and date after they have seen your current license. If you can’t find the copy sent to you, don’t despair! You can access the form and the complete information here.  It is halfway down the page and called "declaration of viewing". If you can't find the one sent to you and you don’t have a printer, just copy words at the top onto a regular piece of paper and have your parents sign that.. You don’t need to send this to the OCC. You just keep it on file to show your licensing specialist when they visit.  You must have this done by August 31, 2018. 
  •  Esta información está disponible en español en el sitio web de la división de aprendizaje temprano en


 That’s it!  If you have further questions, you can email them right back to this address and we will do our best or you can call your licensing specialist for help. 

Debby ReedComment
New Rules Require Child Care Facilities to Test for Lead by Sept. 30, 2018

Following the Early Learning Division’s February requirement of protecting children from exposure to lead, starting April 1, 2018, all state-regulated child care providers may begin testing for lead in their drinking water and sending results to the Office of Child Care.   If test results are higher than “15 parts per billion (ppb), the provider must make changes to prevent lead exposure.”

                The Office of Child Care plans to work closely with providers this summer to help them implement the new requirements.  This includes a resource list, tip sheet, support from your licensing specialist  and a call-in number at the Central Office. The Office of Child Care is also working with local water bureaus and testing labs to help make the process as simple as possible for providers. Providers have until September 30, 2018 to complete testing, submit results to the OCC, and put in place any necessary changes. 

                The new requirements include testing every six years.  Child care providers must take a water sample from faucets used for dinking or food prep, then submit the sample for testing to an accredited lab, and send the results of the test to the Office of Child Care. 

                f the test results show a lead level that is at or higher than 15 parts per billion  (ppb), the provider must  immediately present children from using or consuming the water by removing access to the faucet and supply bottled water for drinking, cooking, and preparing infant formula. Next, they must submit a plan of action within 60 days of receiving the results to the OCC to address the lead levels in the faucets or fixtures testing at or higher than 15 parts per billion. 

The plan must be consistent with the “U.S. Environmental Protection Agency 3T’s for Reducing Lead in Drinking Water in Schools.”  Providers must retest the water after making corrective changes and continue to use bottled water only in the meantime.  Providers must also reduce children’s exposure to lead regardless of results by running faucets 30 seconds to two minutes before using the water for cooking, drinking or

What are the 3Ts? 

The 3Ts is an outreach program launched by the Environmental Protection Agency in response to public concern over health risks posed by elevated levels of lead in drinking water in school and child care facilities across the count

 Simply put, the 3Ts are Training, Testing and Telling. 

What should I do today?  Although providers have until Sept. 30 to complete the testing and send results to the Office of Child Care; it is recommended that providers begin testing any time and request sample kits no later than August 1st to allow approximately 4 weeks for the water sample results to be processed.

Where can I get more information? The Office of Child Care has posted information about protecting children from lead exposure  on its website:‐poisoning‐prevention/. 

-Early Learning Division

Debby ReedComment