“Every child is a unique and special individual. Consequently, we have to teach individual children and be respectful of and account for their individual uniqueness of age, gender, culture, temperament, and learning style.”
– G.S. Morrison
- Early Education Services
- English Language Learners
- Early Childhood Special Education
- Homeless Children & Youth
- Migrant Education
- Section 504
- Special Education
- Title IX- Sexual Harassment Policies
Licensed Early Childhood Special Educators help preschool age children develop important skills through support to families and access to local preschool settings.
Preschool children’s age-appropriate development is supported through:
- Free developmental screenings in a comfortable play-based setting using Ages and Stages questionnaires
- Identifying typical development
- Identifying developmental challenges
- Providing child-centered early childhood special education services that allow a child to ~
- participate in typical early childhood activities to the best of their abilities
- reach their full learning potential
- prepare them for the next learning environment
If you have concerns about your child’s development between screenings, please contact our program.
Prekindergarten Tuition Information
Parents may enroll 3, 4 & 5 year old children with their local schools to access tuition for 10 hours per week for 35 weeks of the school year. Children must be age 3 by the first day of school and 5 year old children must not already be eligible for Kindergarten.
Children must attend prequalified programs.
A list of prequalified early learning programs can be found at brightfutures.dcf.state.vt.us
If your child is a resident of Bradford, Newbury, Corinth, Groton, Topsham, Ryegate, Thetford or Wells River and you would like to request tuition, please register with your local school by downloading the registration packet.
Forms may be printed and mailed to the local school or submitted via email as an attachment.
Registration is only complete when all documents have been received.
For Parents New to OESU Schools:
Are you the parent or caregiver of a child who may be considered an English language learner? Please make sure that you fill out the Primary/Home Language Survey when you enroll your child in his/her new school.
For Educators and School Support Staff
State and federal laws require that school personnel ensure the identification of students who are eligible for ELL services. The first step is to use the Primary/Home Language Survey on all incoming kindergartners and any new K-12 students during the enrollment process.
English Language Learners (ELL)
Eligibility for ELL Services
OESU is committed to supporting the academic and social needs of all English Language Learners (ELL) attending our schools and ensuring that ELL students can participate meaningfully and equally in educational programs. An ELL student is a student with a home language other than English and who is limited English language proficient based on results from an English language proficiency assessment approved by the state of Vermont. Historically terms have been used to describe the ELL students, including English as a Second Language (ESL), Limited English Proficiency (LEP), English Learner (EL) and English Language Program (ELP). The CCSU ELL Program is inclusive of students who fall into all of these categories.
Students are determined to be eligible for ELL Services through a screening and identification process.
- At the time of registration, parents/guardians of each new student will complete the state required VT Primary/ Home Language Survey. If any other language is indicated on the Survey, the ELL teacher assigned to that school is notified and provided with a copy of the Survey.
- The ELL teacher assigned to the student’s school will review the survey, conduct any necessary interview and/or testing, and complete the OESU Screening Form for English Language Learner (ELL) Student Identification which can be found in the full OESU Lau Plan (below).
- If it is determined that this student is an ELL student, the ELL teacher will develop an ELL Student Service Plan which outlines the nature and frequency of ELL services provided to the student that year. The Service Plan will be revisited throughout the year and may be revised to meet the changing needs of the student. Parents/guardians will receive notification of assessment results and ELL status determination, as well as a copy of the ELL Student Service Plan (if applicable). Parents will be given an opportunity to ask questions or share their concerns.
Based on the screening and identification process, ELL students fall into one of three categories:
- Current ELL: An ELL student who qualified and is receiving services.
- Monitoring: An ELL student who has passed the ACCESS test must be, per VT regulations, monitored by a qualified ELL teacher for two years prior to fully exiting the program. Students are listed as Monitoring Year 1 (MY1) or Monitoring Year 2 (MY2). During this time, ELL teachers will review student academic records, assessment results and consult with teachers to ensure that the student’s academic progress is not being hindered by language proficiency.
- Exited: Following two years of monitoring an ELL students will exit the ELL program.
Vermont is a member of the WIDA Consortium. ELL instruction and Assessment Programs in Vermont are aligned with the WIDA Standards. To learn more about the Standards and the WIDA Consortium visit the WIDA site. The WIDA standards include “Can Do” Descriptors for each grade level which outline what a student at each language proficiency level should know and be able to do.
- Translation Services: Parents and guardians who are unable to access All parents and guardians, including non-native speakers, are entitled to meaningful communication in a language they can understand. OESU will provide translation services for families in order to support access to their child’s educational program, including parent conferences, special education meetings, truancy hearings, open house events, field trip permission forms, report cards/progress reports and other critical school events and documents. Translation services provided by OESU are limited to only to school-related events and materials.
- State Assessments: Vermont regulations require that an ELL student continue with ELL programming until he or she passes the state ACCESS for ELLs assessment or the school determines that the student is eligible to exit services based on other compelling local assessment data. ELL students are required to take all other state assessments unless he or she qualifies for an exemption as outlined by state or federal regulations. For example, currently newcomer ELL students are exempt from participation in the state assessment SMARTER Balanced Assessment Consortium (SBAC) for English Language Arts if they have moved into the U.S. within one calendar year of the assessment window. The student is, however, required to take the state math and science assessment.
- ELL Staff: Students who are English Language Learners (ELLs) in grades K-12 are provided with a comprehensive ELL Program that is staffed by a highly qualified ELL teacher. The teacher focuses on meeting the needs of all students in the program in two areas: becoming proficient in the English language and adjusting to the school and community culture.
OESU ELL Staff
- District ELL Coordinator: Alison Kidder
- ELL Teachers: Robin Rowell
All school districts are required to maintain a current Lau Plan. The Lau (ELL) Plan is named from the U.S. Supreme Court’s 1974 decision in Lau v. Nichols to ensure that all students have equal access and that identical education does not constitute equal education under the Civil Rights Act of 1964. The OESU Lau Plan will be updated periodically to ensure compliance with state and federal statutes and regulations.
Orange East Supervisory Union early childhood special education services are integrated into our Early Childhood Program whenever possible. This model provides the opportunity for students with diverse needs to play and develop together. Early Childhood Special Educators identify children with developmental challenges and provide child-centered early childhood special education services. These services allow children to participate in typical early childhood activities to the best of their abilities, to reach their full learning potential, and to prepare them for the next learning environment.
Screenings and Evaluations
If your child is under the age of 5 and you are concerned about his/her development, please contact the Orange East Supervisory Union at 802-222-5216 ext. 6114 to set up a screening for your child.
To qualify for Special Education services:
- A child must show a delay in one of the following developmental areas: speech, language, personal social, adaptive, fine or gross motor skills and/or cognitive skills. Children who demonstrate a delay are eligible for services and an Individual Education Plan (IEP) is developed to meet their needs; and/or
- Children who have a medical condition diagnosed by a physician that poses a high probability of a developmental delay before entering kindergarten are eligible for services.
- Children who are identified by Children’s Integrated Services and have at least a 25% delay in one area may potentially be eligible by the time they reach their third birthday are also eligible for services.
Early Childhood Special Educators-
- Amy Emerson, Special Educator
- Erin Pellegrino, Special Educator
- Kristie Moreau, Special Educator
- Wendy James, Special Educator
- Hollie Ketterer, Speech Language Pathologist
- Elena Frimerman, Speech Language Pathologist
- Faith Drescher, Occupational Therapist
Did You Know?
Watch a great video that highlights current understanding about the development of our brains and the way we as humans acquire new skills and abilities: Michael Merzenich: Growing evidence of brain plasticity
“Nationally, One in 45 children experience homelessness in America each year. That’s over 1.6 million children. While homeless, they experience high rates of acute and chronic health problems. The constant barrage of stressful and traumatic experience also has profound effects on their development and ability to learn."
Education Rights of Homeless Students – McKinney-Vento Act
The McKinney-Vento Homeless Assistance Act is the primary federal (U.S) law dealing with the education of children and youth in homeless situations. The McKinney-Vento Act protects the right of homeless children and youth to get to, stay in, and be successful in school while they or their families are homeless. The law focuses on maintaining school stability and school access and providing support for academic success for homeless kids. The law also requires schools and states to use child-centered, best-interest decision making when working with homeless children and their families to choose a homeless child’s school, services, and other needed resources.
Why do homeless children and youth need a federal law to protect their right to an education?
Homeless children and youth face lots of barriers in trying to enroll, remain, and be successful in school, including:
- Enrollment requirements (school records, health records, proof of residence, and guardianship)
- High mobility resulting in a lack of school stability and educational continuity.
- Lack of transportation
- Lack of school supplies, clothing, etc
- Poor health, fatigue, hunger, anxiety/trauma
- Invisibility (lack of awareness)
- Prejudice and misunderstanding
- For unaccompanied youth (youth who do not live with their parents or a guardian): lack of adult guardian; need for employment; credit accrual policies; concerns of capture by authorities.
Who are homeless children and youth?
The McKinney-Vento Act’s definition of who qualifies as a homeless child or youth is quite broad: “Children and youth who lack a fixed, regular, and adequate nighttime residence,” including, but not limited to:
- Sharing the housing of others due to loss of housing, economic hardship, or similar reason (“doubled up”)
- Living in motels, hotels, trailer parks, camping grounds due to lack of adequate alternative accommodations
- Living in emergency or transitional shelters
- Abandoned in hospitals
- Awaiting foster care placement
- Living in a public or private place not designed for humans to live
- Living in cars, parks, abandoned buildings, bus or train stations, etc.
- Migratory children living in the above circumstances
Is there an age limit on who is eligible for McKinney-Vento services?
No, the law does not specify an age range. McKinney-Vento applies to all school-aged children and youth.
What do I do if my school-aged children become homeless?
Notify your child(ren)’s school as soon as you can and fill out the necessary form so that they can work with you to decide future educational services. Children who are experiencing homelessness are eligible for their school’s nutrition program. Your local school can help to facilitate access to nutrition, transportation, and possible other resources. They will contact the OESU Homeless liaison on your behalf.
Initial Referral Form for Local Schools
A referral must be completed and submitted to the OESU Homeless Liaison to determine eligibility for homelessness.
Homeless Liaison for OESU
Nicole Bell, Director of Curriculum, Federal Program Grants Manager
The goals of this legislation include
- Identifying homeless children and youth
- Immediate enrollment and facilitation of enrollment disputes
- Ensuring access to school and appropriate educational services
- Reducing school transfers and supporting educational stability and continuity
- Increasing parental choice and involvement regarding school enrollment
- Ensuring the educational rights of unaccompanied youth, and
- Providing information about the rights of homeless children and youth
Visit the Vermont Agency of Education website for additional information.
“The federal Migrant Education Program was initially created as part of Lyndon Johnson’s war on poverty in the 1960’s. Currently running strong across our entire nation, Migrant Education Programs serve hundreds of thousands of migrant students each year.”
Eligibility For Vermont Migrant Education Program Services
There are more than 300 students enrolled in VMEP in the state of Vermont every year. An eligible student can be of any race and/or ethnicity and speak any language.
In order for there to be a migratory child, there must be a migratory worker. Migratory means a worker who has moved at least once within the last 36 months across school district lines to engage in seasonal or temporary agricultural work. A child who moves with a migratory worker across school district lines qualifies for VMEP.
Examples of qualifying agricultural work may include dairy, livestock, fruit, vegetable, hemp and crop work, food processing, maple sugaring, logging, planting trees, and fishing. VMEP will help the worker to determine whether his/her current or past employment includes eligible work.
A child may qualify if the following apply:
- Child is under the age of 22 and has not graduated from high school or another accreditation program; and
- Child has moved across school district lines with a farmworker (parents, guardians, etc.); and
- Parent/guardian has engaged in qualifying agricultural work.
A farmworker without children may qualify if the following apply:
- Farmworker is under the age of 22 and has not graduated from high school or another accreditation program; and
- Has moved across school district lines; and
- Has engaged in qualifying agricultural work after the move.
Agricultural Employment Survey
Vermont Migrant Education Program Contact Information
- Kelly Dolan, Migrant Education Program Coordinator, 802-651-8343 x504 or 802-503-2312, email@example.com
- Rebecca Heine, Central West Regional Coordinator, 802-476-2003 x507 or 802-503-2375, firstname.lastname@example.org
- Monica Pineda Hernandez, Northeast Kingdom Coordinator, 802-751-8307 x355 or 802-503-2022, email@example.com
- Jeffrey Maier, Northwest Regional Coordinator, 802-476-2272 x508 or 802-503-2003, firstname.lastname@example.org
Section 504 is a part of the Rehabilitation Act of 1973 that prohibits discrimination based upon disability. Section 504 is an anti-discrimination, civil rights statute that requires the needs of students with disabilities to be met as adequately as the needs of the non-disabled are met. This law is about ensuring that the student is able to access his/her educational program.
Students with disabilities that substantially limit a major life activity such as learning, working, hearing, speaking, etc. may require an individual accommodation plan or specific services to ensure access to education and school sponsored activities. Section 504 is not special education.
- Civil Rights Legislation
- Vermont’s Guide to 504
- Vermont Family Network Guide
- Section 504 Student Testimonial
The following OESU personnel provide leadership and planning for 504 plans:
- Bradford Elementary: Marla Ianello, Principal
- Newbury Elementary: Loretta Cruz, Principal
- Oxbow Union High: Jean Wheeler, Principal
- Thetford Elementary: Bernice Mills, Principal
- Waits River Valley: Carlotta Simonds-Perantoni, Principal
It is important for parents and caregivers to contact teachers and/or the principal if your child is struggling in school. Don’t let it drag on – it is hard for children to catch up and keep up.
As defined by the federal Individuals with Disabilities Education Act of 2004. Special Education is clearly defined through both federal and state regulations. All Orange East Supervisory Schools comply with these regulations.
2021 Special Education Services: Child Find Notice
Notice of Destruction of Special Education Records
- Orange East Supervisory Union
- Blue Mountain Union School
- Bradford Elementary School
- Newbury Elementary School
- Oxbow High School
- Thetford Elementary School
- Waits River Valley School
Blue Mountain Union School District Policy- C12 Prevention of Sexual Harassment as Prohibited by Title IX
OESU Title IX Coordinator for Students-
Orange East Supervisory Union
64 Main Street
PO Box 396
Bradford, VT 05033