It is the mission of the North County Consortium that all the pupils with suspected learning disabilities are appropriately identified, assessed, and receive an educational service designed to meet their unique needs meeting all the requirements of Sonoma County Special Education Local Plan Area (SELPA).

North County Consortium staff members include a Director of Special Education, Principal, Administrative Assistant, School Psychologist, School Nurse, Speech and Language Therapists, Occupational Therapists, Adapted Physical Education Specialist, Special Education Teachers and Para-educators. All teachers and service providers are certificated in their areas of expertise. Staff continue to develop their skills by attending workshops and trainings offered around the Bay Area, Sonoma County Office of Education and in-house trainings.




A preschool child qualifies as a child who needs early childhood special education services if the child meets the following criteria:

1) Needs specially designed instruction or services.
2) Has needs that cannot be met with modifications of a regular      environment in the home or school or both without on-going      monitoring or support.

3) Is identified as having one of the following disabling conditions:

  • Autism 

  • Deaf or Hard of Hearing

  • Visually Impaired

  •  Intellectual Disability

  • Multiple Disabilities 

  • Orthopedic impairment

  • Other Health Impairment

  • Speech and Language Impairment

  • Traumatic Brain Injury

4) Meets eligibility criteria specified in California Code of Regulations.

In a Special Day Class(SDC), the emphasis is placed on engaging children in active exploration, socialization and communication. Play-based interventions enhance sensory, social, academic, motor, and communication development. Students attend classes five days a week for four hours per day. The daily schedule includes reading, language activities, art and music, outdoor play, motor skills development, toilet training and other self-care activities, snack time, and social skills. Instruction is provided in Spanish when it is the child’s primary language.

The Preschool Speech and Language (PreSLP) program offers remedial instruction to students with mild to moderate delays in speech and language development and school readiness skills. Students participate in small group instruction twice a week that address all areas of communication: speech sound production, vocabulary, grammar, social language, and concept development.

Our Stretch Program offers students with mild/moderate delays the opportunity to participate in small groups with Speech and Language, Occupational Therapy, and Social Skills supports. These groups are run by a Speech and Language Therapist and provide a less intensive setting than the SDC classroom, but a little more than PreSLP alone.

Parents are crucial to the education of their preschool child. Helping Hands Preschool values parents as their child’s first and most important teacher; therefore, parent participation is an integral part of this program. Parents receive a copy of their legal rights and have the opportunity to have their questions answered before a child is placed in a special education program. The North County Consortium encourages frequent communication between home and school. Teachers make home visits and give parents regular progress reports on their child’s learning. Parents and other family members are welcome to serve as volunteers in the classrooms and on field trips. Helping Hands Preschool offers Family Connection monthly parenting classes on topics such as understanding behavior, sensory integration, language development, etc. Translations are provided for Spanish speaking parents. Family picnics, Back-to-School nights, fund raising activities and other special school events involve parents-Please look for our newsletter for volunteer opportunities!



The Bridges Community-Based Instruction Program is a special education transition program in the local community that aims to prepare youth and young adults for a productive adult life; empowering them to function with greater independence.

Employability – The school and community partners provide youth with opportunities for learning job skills that lead to employment. Transition-age students develop work abilities in real job sites with adult supervision.

Independent Living – The instruction focuses on important functional life skills that prepare students for adult life. Youth engage in hands-on learning, develop personal goals, carry out decisions and solve problems.

Academic Learning – Instruction is individualized to meet each student’s needs, abilities, interests and goals. The school assesses student achievement and implements an educational plan to lead to future education, employment and community participation.

Youth Development – Youth acquire the skills, behaviors and attitudes that enable them to learn and grow in self-knowledge, self-expression, social interaction, and physical and emotional health. Youth interact with peers and acquire a sense of belonging.

Family Involvement -The school has a strong commitment to family involvement and understands its critical role in supporting greater independence, employment, postsecondary education, and access to community resources. Staff members actively cultivate, encourage and welcome youth and family involvement. The school works collaboratively and respectfully with youth and families.

Curriculum – Instruction emphasizes the reading and math skills that are needed in daily living and work environments. Lessons cover basic personal care and domestic skills that help student function with improved independence. Appropriate behavior and communication skills are developed. Students learn to ride public transportation, budget earnings, use banks, make purchases, act and dress appropriately, follow directions, manage their time, practice safety procedures and job readiness tasks, make healthy choices and more.

Community – Students spend much time out of the classroom and in the community. Work preferences are identified through experiences in a wide variety of employment situations in the community as well as vocational assessments that help determine work strengths. The school connects students and families to community resources. Students are encouraged to participate in recreational activities to enrich and expand their leisure time choices. The school collaborates with community agencies such as North Bay Regional Center and the Department of Rehabilitation to provide a variety of services. Participation of staff and involvement of parents, family members, mentors, and/or other caring adults promote the social, emotional, physical, academic and occupational growth of youth leading to better post school outcomes.

Class Locations and Schedules

All Preschool Services Located on the Mattie Washburn Campus
K-2nd Mattie Washburn
3rd -5th -Windsor Creek
6th -8th -Windsor Middle School
9th -age 22 Windsor High School School

2022-23 Preschool Calendar