8. PROGRAM POLICIES AND PROCEDURES 

1. Children with Special Needs⁸⁶

1. Sometimes a child has already been identified with a special need before enrolling in the program. In this case, an appropriate report from the child's physician or other early intervention professionals is requested. Staff work as a team with the families and other outside professionals to develop an (IFSP for children under 3) or an individualized education program (IEP for children over 3) appropriate to the child's special needs. This process includes carrying out the plan developed and reviewing it when needed per the IFSP or IEP plan.
2. Sometimes a child does not already have “an identified special need” but begins to exhibit behavior that causes the teacher to be concerned. In this case the teacher may need extra help and support in pinpointing the areas of concern and developing strategies that meet the child’s individual needs. Referrals for screening and/or consultations should happen within 90 days of enrollment or when concerns arise. In this case the teacher will:

1. Observe and document behavior.
2. Make the Director and family aware of the concerns.
3. Obtain parent/guardian input and background information on the child’s behavior, and seek additional resource information.
4. Develop and implement a plan.
5. Continue to observe and document the behavior, share resources, and work cooperatively with the families.
6. If, after a reasonable time has passed, the concerns still exist, then the teacher may propose a screening by an outside professional. Families will be given information about available resources and staff will request written parent/guardian permission. The initial screening may indicate: no follow-up, a re-screen within 6-12 months, or specify that more evaluation is required to determine the child’s special needs.
7. Screening resources include:

• • MMSD: “Child Find Screening” (if the child resides within MMSD) 608-663-8471
  • For MMSD children under the age of 3, BRIDGES FOR FAMILIES at ICC (Imagine a Child’s Capacity) 608-204-6247.
  • For children living outside of the MMSD, but living in Dane County, CONNECTIONS 608-273- 3232.
  • Infant Early Childhood Mental Health Consultation (IECMHC). The CDL is in a partnership with IECMHC where teachers collaborate with consultants in an evidenced based approach to supporting young children.

8. If the initial screening indicates that further evaluation is necessary, then the staff will work as a team with the families and other professionals to develop an individualized education program (IEP) appropriate to the child's special needs.
9. If families do not agree to a screening, or to work with an outside professional, then the Director will consider different administrative options including:

• • In a case where the child's behavior is having a consistent negative effect on the well-being and development of other children, the Director will meet at least once with the parent/guardian(s) of the offending child, to discuss the situation and problem solve an intervention plan.
  • Contact the “Child Find” intake person and seek advice as a “Hypothetical Situation” (that is, discuss the situation without revealing personal or confidential information). The intake staff will work within the law to proceed with screening and/or intervention, as deemed necessary and appropriate.
  • The Director and family(s) will evaluate the feasibility of continued care for the child at the center and termination of the child’s enrollment may be the outcome. The CDL does an annual vision screening.
  • The CDL makes referrals as needed for suspected speech or language concerns.

2. Weather-Related School Closings

1. CDL inclement weather closures are based on the UW Madison campus closures and ability to have required number of staff to meet required staff to child ratios. However, on days when MMSD is closed due to snowy conditions, ice, or extreme cold, the CDL will have a 9:00 AM start time.
2. The CDL reserves the right to close early on days when travel conditions are predicted to be dangerous for families and staff. Families will be notified via email and/or phone and will have one hour from the time of notification to pick up their children.

• • Families will be notified of MMSD closures as soon as possible in order for you to adjust your schedules to accommodate the late CDL start time.

3. Transportation⁸⁷

1. The CDL does not provide transportation to and from the center each day. Each parent or guardian is responsible for transporting their own child to and from the center each day or for making arrangements with another party for transporting the child.
2. If transportation is necessary for a field trip, only the use of public transportation is allowed unless special charters are arranged through the Director. The use of staff or volunteer vehicles is not allowed.
3. Driver of a chartered bus for field trips must be a minimum of 21 years of age, hold a valid Wisconsin operator’s license for the type of vehicle driven, have at least one year of experience as a licensed driver and have completed a training before transporting children, and annually thereafter.
4. No child may be in a vehicle for transportation on a field trip for more than 60 minutes for a one-way trip.
5. The Director will obtain verification from a chartered bus company used for field trips: after hours contact name and phone numbers of the company, vehicle inspections have been passed, driver requirements are met, and child safety alarms are installed and working. Current certification of liability insurance will be verified with the company by requesting to be added to their update system.
6. Children with disabilities or children with a limited ability to respond in an emergency will have an individual plan, to be shared with the driver, and be assisted when being transported for a fieldtrip, depending on the needs of the individual.

4. Field Trips⁸⁸

1. Field trips are defined as any experience a child has away from the childcare premises of the center while under the direct care of center staff whether a child walks or is transported. All rules and procedures apply to all trips, including short walks, indoors or out, unless otherwise noted.
2. Field trips away from the school can be safe and enjoyable experiences for children but require careful thought and planning on the part of the teachers. Rehearsing appropriate field trip practices and outlining expectations for each trip in advance will help the children learn appropriate and safe behaviors.
3. Field Trips should be age appropriate and take into consideration weather, distance, and time factors. Older children are more capable of handling longer and more complex trips than are younger children. Children may never be taken to the home of a staff member. Teachers of children in the Dragonfly and Honeybee room may not plan "field trips" other than short walks within 2-3 blocks of the center or must consult first with the Director or designee.
4. If transportation is necessary, only the use of public transportation is allowed unless special charters are arranged through the Director or designee.⁸⁹
5. The teacher responsible for planning the field trip must inform the Director so that the trip won't conflict with other center events such as observers, research, and prospective family visitors.
6. Planned Trips: Any field trip requiring transportation or walks occurring outside the Child Development Lab Field Trip Map (2 block enclosed space around Nancy Nicholas Hall plus the Allen Centennial Gardens-see appendix) is planned in advance.
7. Families must receive at least 12 hours advance, written notice of all field trips that fall outside of the Child Development Lab Field Trip Map including the date and destination of the trips, as well as the departure and return times and a cell phone number to reach teaching staff during the trip. This information should be included in the daily/weekly newsletter and/or a separate note in the family’s mailbox. This information must also be clearly posted in the classroom the day of the trip.⁹⁰
8. Impromptu Trips: In order to meet children’s needs for subject inquiry as part of the curriculum (older children) or to follow the routines of individual children (infants and toddlers), the class, or part of the class, may decide to make an impromptu field trip. Families receive a copy of the Child Development Lab field trip map, which includes key markers and frequent destinations and a phone number whereby teachers can be contacted during the trip. The destination of the trip will also be clearly posted in the classroom on the day of the trip.
9. At least 2 “in-ratio adults” must accompany children on field trips. Depending on the age of the children, lead teachers should arrange for additional adults (may be in ratio or not) to accompany the group whenever possible. Assistant teachers, student teachers, volunteers, family members, and the floater/support teachers can be requested.
10. The school's field trip pack must be taken on each trip away from the center, even on short walks. Each pack contains essential first-aid supplies as listed on the monthly health and safety checklist. The group’s “Child Enrollment Form”, “Health History and Emergency Care Plan form (and risk management plan if applicable), sign-in sheet, and cell phone must be added to the pack before leaving the center. (Set the cell phone to vibrate if you are going to be in a noisy location where the ringer would be difficult to hear. The phone should be carried so that the vibration can be felt). If a child in the group has special medical requirements (such as a food allergy) an Epi-pen kit must also be taken along and or any necessary medication.
11. Larger groups of children must be divided into smaller groups and assigned to an adult when on an unfamiliar or more complex field trip (such as the fall pumpkin farm). Each member of a group must have a visual way to identify with the group, such as wearing the same color piney. Pinney’s are not required for children in strollers unless children get out of the stroller at any point on the trip. Tracking children may happen in one of two ways.

1. 1. One large group: Teachers may use the clipboard to call the names of children during periodic roll calls. Teachers wear a lanyard with all the clips on one side (Ex: right side) and then as names are called, move the clips to the other side (Ex: left side).
   2. Small groups: Each small group leader should have a tracking form that lists the children in his/her group. Children are checked off on the tracking form as roll call is taken. The lead teacher must fill out a roll call list with the names of all the children participating in the trip (put in their corresponding color group if applicable) prior to leaving the center.⁹¹

12. Each child is to wear a tag with the name of the school and telephone number clearly identified (not required for children in strollers unless children will get out of the stroller at any point on the trip).
13. Teachers should prepare children for the trip, helping them understand what will happen, where they will be going, and expectations for behavior.
14. Each child should pick a “Buddy” to stay with while on the trip (not required for children in strollers unless children will get out of the stroller at any point on the trip). Teachers may submit a benefit risk analysis for approval if they do not wish children to walk with buddies).
15. A verbal roll call (not just a head count) must be taken at regular intervals but especially when getting on and off the bus and arriving and departing the destination.

1. 1. Procedure for assuring that all children exit the vehicle after being transported to a destination. The following procedure applies for each group or classroom present on the field trip:

• • • The lead teacher of the classroom gets off the bus first and is in charge of taking a roll call for assigned children, as the children get off the bus, one at a time.
    • A second teacher in the group is the last person to get off the bus and is in charge of doing a “walk through” to make sure no child in the group is left behind.⁹²

16. When walking on the field trip, each group must stay within sight and sound of each other or be able to communicate via a walkie-talkie or cell phone.
17. Teachers must be diligent in supervising children during field trips and educating them on safety practices. Extreme care should be taken when approaching intersections and when crossing the street. Strategies to help children remain focused and attentive should be practiced, and plans for dealing with a child who misbehaves, thought out in advance.
18. Teachers must inform the Director of any problems that occurred while on the trip.
19. A “Field trip checklist” should be completed to assure all procedures are followed. Completed checklists should be submitted to the Director after the field trip.

5. Rest/Nap Time⁹³

1. Each infant and toddler should be allowed to form and follow his or her own pattern of sleeping and waking.
2. Teachers must be capable of hearing and easily seeing all sleeping children and respond to children quickly.
3. All of the SIDS (Sudden Infant Death Syndrome) Risk Reduction Policy & Procedures must be followed.
4. Teachers must visually check on sleeping infants every five minutes and maintain supervision by sound at all times.
5. An audio monitoring device shall be used in crib rooms where children under 1 year of age are placed to sleep. Audio monitoring devices do not replace sound supervision.
6. When a non-mobile child is awake, the teacher shall change the child’s body position and location in the room periodically and place child on their stomach occasionally throughout the day.
7. Children should be transitioned to a cot after they reach the age of 12 months.
8. For Children over age 2:

1. The goal is to help children internalize the skills needed to let their bodies unwind and regenerate energy sufficient to carry them through the remainder of the day. Children who do not sleep after 30 minutes and children who awaken must be permitted to have quiet time through the use of equipment or activities in an adequately furnished and lit area off of their cots that will not disturb other children.
2. Guidelines to help create a positive quiet rest time

• • Plan the transition to include a gradual “winding down” period. In other words, don’t expect children to go from active to absolute quiet in a matter of minutes. This might include turning out room lights gradually so that the room becomes darker as rest time nears
  • Make the room conducive to quiet resting and promote relaxation through the use of soothing music and lullabies, guided imagery, and simple exercises to release tension. Some children enjoy having their back rubbed or hairline gently stroked.
  • Carefully arrange cots to provide the best environment for those children who regularly nap and those who regularly rest for the 30 mins. Close equipment that is “off limits” with a visible reminder such as a sheet or cover
  • Provide incentives for quiet resting such as special stuffed animals or other cuddlies.
  • Develop consistent expectations for children regarding quiet resting.
  • Just as the transition into rest time is planned to be gradual, so shall the transition out of rest time. Lights will be gradually lit, allowing children to have adequate time to go from resting state to active again.

9. For children over 5 years of age:

1. 1. Children who are 5 years or older, who are in care for more than 4 hours, are not required to nap or rest, but will be provided with a cot with blanket and sheet during rest time should they choose to rest. They must be permitted to have quiet time through the use of equipment or activities in an adequately furnished and lit area off of their cots that will not disturb other children.

6. Helping Children Separate

1. Each child will adjust to school in their own way. Some families will want to say their good-byes quickly and leave, even if there are tears. Other families will want to use an "ease- out" approach over a few days, gradually increasing the hours spent away. In any event, the teaching staff must work with individual families and children to determine the best approach to take.
2. Experience has shown the following technique to be helpful for children and families:

1. 1. Before the child's first day, make individualized phone contact with the new family or conduct a home visit, if possible. Invite the family to visit the school several times before the child’s first day of attendance.
   2. Help the family and child become oriented to the school by personally explaining procedures and daily routines.
   3. Encourage the family to familiarize the child with key components to his/her daily schedule remembering that, in the beginning, the child is mostly concerned about when the family will return.
   4. Allow the child to bring security items such as a favorite stuffed animal or family picture.
   5. Develop consistent routines for departures. For example, encourage the family to let the child know when they are leaving, have the child go to the window to wave goodbye.
   6. Acknowledge feelings (for both the child and parent/guardian). Separation can be anxiety producing. Recognize accomplishments and encourage the family to check in periodically during the day.
   7. Provide written or verbal feedback at pick-up time that provides information and highlights the positive.

7. Transitioning to/from Classrooms and other Schools⁹⁴

1. Transitions to other programs may happen quickly or with plenty of notice.

1. 1. Teachers will make final preparations for the transition including checking in with the family and child to determine if they have any specific needs.
   2. Exchange of information as requested by the family or recommended by a teacher will be sent to the program to which the family is transitioning.
   3. Elementary schools send formal requests for release of records (permission from parents is not required by law for grades, attendance, activities, health records and immunizations).
   4. For other records or other programs, a “permission for release of records/share information” form must be signed. The form can be initiated by the UW Child Development Lab or another program. In either case, the teacher will notify an administrator of the request.
   5. The administrator will first send an email to the parents to let them know of the request and then process the form provided by the other program or send the Child Development Lab form to the parents for a signature.
   6. The administrator will send the records to the other program by fax or mail (health records should not be sent via email).
   7. If the request is to share information via verbal conversation, the administrator will notify the teacher that the request has been processed and they are free to share information.
   8. A copy of the signed release will be filed in the child’s file.
   9. Review information that is being shared to ensure accuracy.

2. When transitioning to another classroom within our school:

1. 1. Teachers should find times to meet to talk about children who are transitioning.
   2. Share any important information discovered from assessments or family anecdotes.
   3. Important information about a child and their family such as home language, family make up, family traditions and culture, and/or family needs.
   4. Share information about an individual child’s needs (such as allergies, toilet training, nap routines, and food preferences), learning styles, progress, and recommendations.
   5. Share any information about any parent/guardian signed consents (such as use of weighted blankets, or information consent forms.)

8. Toys from Home

1. Sometimes children may wish to bring in a special item from home to show other children or to use as a "security blanket." These items are to be labeled and the child’s name. The teachers cannot be held responsible if the items become lost or damaged.⁹⁵
2. We do not allow toy guns or other weapons, including water pistols at school.

9. Movie/TV Watching

1. Having children watch video/DVD movies is allowed only if there is a justifiable link to a learning or curriculum goal and no child shall be required to watch, other activities shall be available. This should be limited to 30 minutes per week and used interactively.95
2. Alternative activities should be planned for inclement weather days besides watching a video. This would include such activities as music and movement activities, small or large group games, and special activities.

10. Clothing

1. The Child Development Lab has a play-oriented environment. Children should wear play clothes that are non-restrictive, easy for self-help in toileting, and washable. We are not responsible for clothing that becomes soiled or damaged.
2. Each child needs an extra set of clothes (socks, underwear, top and bottom) at school for use when the child has an accident or gets overly dirty. Each article should be labeled with the child's name.
3. Outerwear should be appropriate for the season. A lost and found for clothing and miscellaneous articles are located in the reception area.
4. Families must furnish their own supply of diapers and diaper wipes, if necessary.

11. Outdoor Play

1. All children play outdoors at their scheduled time each day, weather permitting. Teachers use state licensing guidelines when making decisions about whether to take children outside. These guidelines can be found in the Child Care Weather Watch Wisconsin. Teachers consider factors such as humidity, shade, hydration, wind chill, and length of time outside when making these decisions. Children do not go outside when the wind chills are 0 degrees or below for children 2 and above. Children under age 2 do not go outside when wind chills are 20 degrees or below.
2. Teachers should have a phone outside on the playground at all times so they can call for back-up or help in an emergency situation.
3. A family’s request to keep their child indoors will be considered, but families will be advised that accommodations are sometimes difficult if not impossible to make because staff are not always available to provide supervision to an individual child.

12. Arrivals & Departures

1. Children should not arrive at school before their scheduled time. Families arriving early must stay with their child in the room until the teacher assumes responsibility at the start of the child’s scheduled time.
2. Families must arrive at least 5-15 minutes before their child’s scheduled pick-up time. Having a 5-15 minute pick-up window will allow parents or guardians to gather the child’s belongings, and be out of the building by the scheduled ending time. The earlier the parent/guardian arrives the more time teachers will have to report how the child’s day was.
3. The pick-up policy is clearly posted in each classroom on or near the daily sign-in sheet.

13. Policy & Procedures for Late or Alternate Arrival/Release Agreement

1. Late release or pick-up refers to a child being picked up after 5:30 PM. The CDL portion of the building closes at 5:30 PM, and elevator and card access for families ends at this time.
2. Families are asked to plan for a 10-15 minute window to touch base with their child’s teacher, gather up belongings, and exit the building no later than 5:30 PM.

3. Families are asked to call the school (608-263-4579) or their child’s classroom to communicate an unavoidably late pickup.
4. If a parent/guardian is late in picking up their child (after 5:30 PM), teachers will follow the following procedure, starting over again each semester (Fall, Spring and Summer terms).

1. 1. While Waiting for Parents/Guardians

• • • Bring the child and his/her belongings to the first floor reception area, along with the attendance clipboard, child’s clip and the classroom phone.
    • Stay with the child and arrange for another staff person to wait with you for the pickup.
    • Call the parent/guardian, no later than 5:40 PM to remind them that the child has not been picked up.
    • If you have not had any communication with the parents or guardians after 10 minutes, begin calling alternate Contacts authorized to pick up the child.
    • If an authorized adult arrives to pick up the child, check their photo identification before releasing the child, if they are unknown to you.
    • If the child has not been picked up in 60 minutes (6:30 PM), and the parents/guardians have not communicated with you about their arrival time, contact campus police to consult with them. Follow their suggestions and remain with the child until the situation is resolved (parent/guardian or authorized adult picks up the child or law enforcement takes responsibility). Under no circumstances are you to use your personal vehicle to transport the child away from the school. Inform the administrator of the events.

              2. Communication with Families

• • • First Time: Explain to the parent/guardian picking up the child late that you are giving them a “free pass”. Offer them a copy of the Late Pickup Policy. Explain if it happens again, they will get a verbal warning.
    • Second Time: Tell the parent/guardian that you have to give them a verbal warning. Give them a verbal warning documentation form and copy of the policy.
    • Third Time: Inform the parent/guardian that because this is a third late pickup, they will be given a written warning from CDL administration.
    • Fourth Time: Inform the parent/guardian that the office will be assessing a fee of $20 per 15-minute increment past 5:30 PM. CDL Administrator will make verbal contact with the family.
    • Fifth Time: Inform the parent/guardian that the office will be assessing a late fee as above and issuing a written warning about possible contract termination due to chronic lateness.
    • Sixth Time: A termination notice is given.

             3. Documentation/Communication with Office

• • • First Time: Record on tracking sheet in attendance clipboard and inform Administrator- Associate Director for center tracking.
    • Second Time: Fill out verbal warning form for parent/guardian and record on classroom tracking sheet and inform Administrator- Associate Director for center tracking.
    • Third Time: Notify the administrator-Associate Director that a parent/guardian had a 3rd late pickup and supply them with the dates and known circumstances of the events. Record on the classroom tracking sheet. Administrator records on the center tracking sheet and communicates with parent/guardian(s).
    • Fourth Time: Notify the administrator that a parent/guardian had a 4th late pickup and supply them with the dates and known circumstances of the events. Record on the classroom tracking sheet. Administrator records on the center tracking sheet and communicates with parent/guardian(s).
    • Fifth Time: Notify the administrator that a parent/guardian had a 5th late pickup and supply them with the dates and known circumstances of the events. Record on the classroom tracking sheet. Administrator records on the center tracking sheet and communicates with parent/guardian(s).
    • Sixth Time: Notify the administrator that a parent/guardian had a 6th late pickup and supply them with the dates and known circumstances of the events. Record on the classroom tracking sheet. Administrator records on the center tracking sheet and communicates with parent/guardian(s).

            4.Storing of Supplies

• • • Put the classroom phone on the charger in the workroom, and the attendance clipboard by the notebook for the opening teacher to find.

5. Policy & Procedure for Alternate Pick-Up

1. 1. Alternate pick-up is defined as a person authorized by the parents to pick up their child. This can be a one-time event or regular. People who are authorized for picking up a child are located in the Guidestar Forms (or teacher cards) that are located on DropBox which can be found on classrooms iPads and tablets. They are listed under “Alternate Contact Name” and will indicate “yes” next to “Pick Up Child.”
   2. Staff should note alternate pick-up or changes in pick- up daily in a classroom communication notebook with the date.
   3. If parents are authorizing a pickup that is not on the GuideStar Teacher Cards. They can:

• • • Send an email to teachers or to Childdevelopmentlab@sohe.wisc.edu or they can write down the first and last name as listed on the photo ID of the person picking up with the date of pick up for the classroom.
    • Verbally tell the teachers during drop off or pick up times. Teachers should write down the first and last name as listed on the photo ID of the person who will be the alternate pick-up and let the administrator in charge know so that someone can help the alternate pick-up get into the building. Families might opt to bring in the alternate pick-up to help them know where to park and where to go.
    • Verbally tell teachers or administrator in charge via phone. If a family chooses to call in to talk about an alternate contact, staff should note the phone number on the caller ID to help verify that it is a parent/guardian calling or utilize information to help identify that it is the parent/guardian calling.
    • If the alternate pick-up is unfamiliar with staff, be sure to check a photo identification to match the name of the person who is authorized prior to releasing the child into their care. Never release a child to an unauthorized and unverified person.
    • If someone arrives to pick-up a child and the name does not match for the authorized pick up or the family did not mention an alternate pick-up for the child, staff should contact parents/guardians to notify and verify prior to releasing the child into their care.

Under no circumstance should a child be released without authorization from parent/guardian.⁹⁶

14. Parking

1. Drop-off parking is available in the yellow marked stalls in the parking garage located below the Child Development Lab. Families are issued a barcode to get access in and out of the parking garage. Families get the barcode from an Administrator.
2. When there is a special event and a large number of families are expected to attend (i.e. open house, pot-luck family night), then the number of designated family drop-off spaces are not sufficient. In this case, families are advised to take the 80 bus, walk, bike or find alternate transportation.
3. There is no parking available on site for students, interns, or volunteers
4. Academic staff may obtain parking through the SoHE parking application process and will receive a list of assignments. The cost varies, depending on the lot.

15. Telephoning the School

1. UW Child Development Lab, Nancy Nicholas Hall

• • Main Line: (608) 263-4579
  • Director: (608) 890-4998
  • Fax: (608) 262-2823

16. Center Opening and Closing Activities

1. Opening. Turn on lights, take down chairs, make sure the attendance sheet is ready for the day, turn on dishwasher, start laundry, get daily snacks ready, and set-up daily activities.
2. Closing. Make sure each room is clean and orderly, put chairs up on tables, straighten cubbies, make sure attendance sheets are complete, turn out lights. Make sure the kitchen is clean and dishes are taken care of and the refrigerator and freezer doors are shut tight. Make sure all equipment is shut off such as laminators, crockpots, coffee makers, etc. Check the playground to make sure no electronics, backpacks, or other items are left outside that should be stored indoors.

17. Classroom Animals⁹⁷

1. What animals are allowed?

• • Due to liability issues, pet cats and dogs are not allowed in the center. This includes family or staff pets that might visit only for a short time.
  • Due to potential allergies and possible health hazards, animals such as, but not limited to, guinea pigs, hamsters, rabbits, ferrets, birds, fish, salamanders, frogs, turtles, snakes, lizards, poisonous and exotic animals and wild animals are allowed in the classroom for observation purposes only and may not be accessible to children. This means that children may not be able to have physical contact with them including reaching over or through a barrier. The container barrier must be secure so that a child may not access the animal (i.e. lifting the lid, opening the cage door, etc.).
  • Children may have contact with harmless insects such as beetles, butterflies, walking sticks, worms, caterpillars and so on, as long as contact is closely supervised, and the insects are not harmed.
  • Staff must seek approval from the Director before adding any animal described above. If these types of animals will be housed in a room where food is prepared and/or served, the approval will depend on the Director obtaining an exemption from the licensing specialist.
  • Families must be informed of the number of animals in the center, and their degree of contact with the enrolled children prior to the animal’s addition to the center. This information is to be provided in a written form of communication.

2. Requirements for care of approved animals.

• • Hands must be washed with soap and water immediately before and after handling all animals and animal equipment.
  • Classroom mammals must have free and continual access to a fresh supply of food and water. University policy requires that warm-blooded animals be observed at least every 24 hours. Fish must be fed a pinch of fish food daily.
  • Cages must be cleaned regularly. The fish tank must be cleaned monthly (partial water change and bottom debris siphoned). Wear disposable gloves when handling bedding or soiled cages. Soiled animal bedding must be disposed of in a sealed plastic bag.
  • Animals must be kept away from food preparation areas.
  • Any injury caused by an animal to a child in care must be reported to licensing within 24 hours.