3. PROTECTION AND SAFETY POLICIES & PROCEDURES 

1. Building Security⁴⁵

1. 1. The CDL is securely locked.
   2. UW students, faculty and staff can use their WisCard for accessing the Preschool. The administrators will email UW Police, Access Control access@mhub.uwpd.wisc.edu to request access be added to the person’s WisCard and provide a schedule (families and students: M-F 7:30-5:30, Leads: 24/7)
   3. Non-UW affiliates will need to have a card issued to them. The administrators will send a portrait style picture to access control with the person’s name and schedule, then UW PD will deliver the card. Each card cost the CDL $15.
   4. If a card is lost, the Director must be notified immediately so that the card can be deactivated. The person who lost the card is responsible for the replacement costs of getting a new card. In this case, the family should make out a check to the Child Development Lab for $15.00 and give it to the Director.
   5. Staff members and families are advised not to let strangers enter the building with them, as they open the door with their card.
   6. The building will be marked with a sign that notifies families and visitors that no weapons are allowed on the premises. State licensing rules state that “firearms, ammunition and other potentially dangerous items may not be kept on the premises.”
   7. Visitors ring the doorbell and are let in by a staff member.

2. Building Safety Practices⁴⁶

1. 1. Materials harmful to children (i.e. power tools, flammable or combustible materials, insecticides, matches, drugs and other hazardous or poisonous materials) must be in properly marked containers and stored in areas inaccessible to children.⁴⁷
   2. No more than 2 electrical appliances may be plugged into any single wall outlet and the use of an extension cord, as a permanent connector, is not allowed.
   3. Outlet plugs are to be kept in place for all unused outlets, however some outlets are self-sealing and should not have a cover.
   4. Furnishings and classroom equipment must be durable and safe with no sharp, rough, loose, or pointed edges. Staff must remove unsafe equipment immediately and report it to the Director. When arranging the classroom, teachers and staff should be mindful to ensure safety and sight of children. KB21⁴⁸
   5. At least two teachers are scheduled to open and close (at least one is a lead teacher). Teachers should avoid being alone in the building after hours, arranging to set-up or drop off materials with a co-worker present.⁴⁹
   6. Families are advised to use caution in the parking lot during drop-off and pickup times and to not leave siblings in the car unattended or cars running in the parking lot unattended.
   7. Student observers are required to sign in daily and follow strict observation guidelines.

3. Caregiver Background Checks (see Personnel Policy)
4. Staff Training

Staff receive numerous safety related training including:

1. 1. First aid measures for injuries including universal precautions for handling body fluids
   2. Training in the recognition of childhood illness, infectious disease control, and emergency procedures.
   3. Procedures for and supervising children.
   4. Training in allergies and other special needs of individual children.
   5. Procedures to reduce the risk of Sudden Infant Death Syndrome
   6. Child Abuse and Neglect laws and center reporting procedures.
   7. Shaken Baby Syndrome training (only required if the person is counted in the staff-to-child ratios. In this case the training must be prior to working with children. See policy in next section.)
   8. CPR and AED training.

5. Bloodborne Pathogens Exposure Plan

All Staff will read the UW-Madison Bloodborne Pathogens Exposure Plan section pertaining to the CDL and receive the online presentation and quiz with their orientation. Administrators will read the entire plan, notify University Health Services that we have new staff members so that UHS can send them the Hepatitis B Vaccine Consent or Declination Form and the Authorization to Release, and document annual training as outlined in the plan. All staff will review this information annually. Every other year, UHS will be asked to come and do an in-person presentation to staff.

6. Risk Management Plans for Life Threatening Conditions

Risk Management Plans should be developed in cases where children have high needs medical conditions such as diabetes, certain types of seizures or other potentially life-threatening conditions. In conjunction with families, staff create an individualized risk management plan.

1. 1. The Director will determine if UW Risk Management needs to review the situation prior to enrolling the child.
   2. An individualized plan will be developed and includes the “Health History and Emergency Care Plan”. This form may require an addendum with more detailed information. If an addendum is created, this must be clearly written on the back of the Health History form referring staff to the attached addendum.
   3. The risk management plan may include training information and resource information from doctors about the condition and how to treat it, etc.
   4. The plan may need to be reviewed by the physician. The plan needs to be signed by a family member, teachers who will be caring for the child and the Director. The plans should be reviewed every August, February, and May and be initiated and dated if no changes are needed. If changes are needed, the plan should be revised.
   5. The plan includes ways the staff can modify the daily routines and classroom environment to accommodate for the special requirements of the child and minimize the risk. A risk management plan for diabetes, for example, would consider such things as: how often to check the child's blood sugar, the procedure for doing so, where special snacks are kept to regulate blood sugar, etc.

7. Weighted Blankets

1. 1. If the use of a weighted blanket is desired for nap time or non- nap time, teachers must first contact the Director to discuss the situation. Weighted blankets are not used with infants.
   2. If, after consultation with the Director and families, it is determined that a weighted blanket will be used, families must sign a permission and release form prior to using the blanket. Teachers follow procedures as outlined on the Permission to use Weighted Blanket Form.

8. SIDS (Sudden Infant Death Syndrome) Risk Reduction Policy & Procedures⁵⁰

1. 1. All families of current or incoming infants one year of age or younger are given the “Back to Sleep” brochure and staff reinforce the importance of placing infants to sleep on their backs in order to reduce the risk of SIDS.
   2. Each child under one year of age shall be placed to sleep on his or her back in a crib unless otherwise specified in writing by the child’s physician. The child shall be allowed to assume the position most comfortable to him or her when able to roll over unassisted. Cribs have firm mattresses and are fitted with tight fitting sheets.
   3. Infants will not be allowed to sleep in a bouncy seat or stroller (except if taking a walk).
   4. If a child falls asleep in a swing or car seat, the child must be removed from the swing or car seat and placed to sleep on his or her back in a crib. This also applies if the child arrives at the center sleeping in a car seat.
   5. Soft surfaces such as pillows, bean bags, couches, or soft mattresses are prohibited as infant sleeping surfaces.
   6. We follow the recommendations of Wisconsin State Child Care Licensing and National Early Childhood Program Accreditation (NECPA) who refer to the expertise of the American Academy of Pediatrics on the topic of swaddling. Children may not be swaddled in a blanket. The use of wearable sleep garments such as Blanket Sleepers or Sleep Sacks are permitted. If the parent/guardian would like their child swaddled in a sleep sack or blanket sleeper, we require written permission from the child’s parent/guardian and the physician. Documentation of physician and parent/guardian care plan will be found in the child’s file and as an action plan that can be found in Dropbox. Children should not be swaddled if they are showing signs of being able to roll over.
   7. Children under the age of one may not sleep in a crib that contains soft or loose materials such as sheepskins, necklaces, pillows, blankets, flat sheets, bumper pads, bibs, pacifiers with attached soft objects, or stuffed animals.⁵¹
   8. The infant’s head must remain uncovered during sleep.
   9. Unless the child’s physician specifies the need for a positioning device that restricts movements within the child’s crib, such devices shall not be used.

9. Emergency Contact, Phone Numbers, and Special Health Requirement

1. 1. Emergency phone numbers including telephone numbers for the local rescue squad, fire department, police department, and poison control center are posted near each telephone.
   2. Family provided emergency contact information including

1. 1. 1. Telephone numbers for their home, cell and work along with e-mail addresses
      2. The names and contact information of three Alternate Contacts⁵² who can be called when the parent/guardian cannot be reached (for situations such as, the child is ill and needs to be picked up, or the child has not been picked up at the end of the day). Parents/guardians indicate (yes or no) whether or not the individuals are authorized to pick up the child; however, 2 of the three must be checked YES.
      3. Families are encouraged to choose select individuals that live close enough to Madison to be able to respond quickly in an emergency or if called to pick up the child. Families are advised to make sure the individuals agree to be listed, know where the CDL is located, where to park and other information that would be necessary if they are called upon to pick up the child.
      4. If the parent/guardian is regularly out of the office or away from home, they are told to provide daily contact information in the classroom logbooks.

             III. Family provided emergency information (name, address and phone number) for the child’s physician, dentist and hospital.

1. 1. 1. The form includes the following statement: “I hereby give my consent for emergency medical care or treatment to be used, only if I cannot be reached immediately”. Families are given the opportunity to check the box- Yes or No.⁵³
      2. In an emergency, staff take the information to the hospital since the hospital will need parent/guardian permission for treatment. 

             IV. Families provide child release authorization.⁵⁴

1. 1. 1. This includes the names of all the people who have authority to pick up the child, and prior written notice if someone other than an authorized person is going to pick up the child. If a person attempts to pick-up a child that is not listed on the release form, then the child is not released until the staff gets verification from the parent/guardian
      2. In child custody disputes the custodial parent/guardian must provide the center with the court orders designating the custody arrangements. The child will then only be released to the authorized parent/guardian.
      3. If the authorized alternate contact person picking up a child is unfamiliar, staff check identification to be sure they are the person listed on the form before releasing the child.
      4. If the parent/guardian and/or authorized alternate contact person appears to be impaired by drugs or alcohol, the teacher will offer to call a cab or alternate transportation. If the person refuses, and the teacher feels the child’s safety may be in question, the teacher will continue to try to deter the parent/guardian and will contact the person in charge on site. The person in charge may contact UW Police for assistance.
      5. Families provide information on the child’s special health needs (on the Health History and Emergency Care Plan form). This form is kept in each classroom and the information is shared with all staff during their initial orientation to the program.

10. Protecting Children from Extremes in the Environment

1. 1. Weather advisories for heat or cold.

1. 1. • All children play outdoors at their scheduled time each day, weather permitting. Occasionally the National Weather Service issues a weather advisory or warning indicating the weather may be too severe to play outdoors. This would include:

1. 1. 1. 1. Waiting 30 minutes to go outside after thunder and/or lightning
         2. Heavy rains or snow
         3. Temperatures at or above 90 degrees F
         4. Temperature at or below 0 degrees F (20 degrees F for Infants and Young Toddlers) including wind-chill.

• • • Weather advisory information is available online at: http://www.channel3000.com/weather.

1. 1. 1. 1. If a weather advisory is issued, the Director or designee will alert teachers and monitor the situation via the website. The teachers will use the advisory information and above stated guidelines to determine if and when to adjust outdoor activity for children. Options may include having the children play outside at the time of day when the temperature is better, limiting the length of time outdoors, changing the level of or kind of activity, or deciding to remain indoors for the day.

               II. Air quality advisory.

1. 1. 1. Air quality advisory is available online at: https://www.AirNow.gov
      2. Occasionally the Department of Natural Resources issues an “Air Quality Advisory” indicating that area ozone and/or particle pollution levels are elevated. An advisory level “Orange” indicates the air quality may be unhealthy for certain people in sensitive groups (those with heart problems and lung diseases such as asthma) and children. Higher levels of air pollution are assigned other colors (“Red”, “Purple”, and “Maroon) and indicate increasingly hazardous conditions (“Unhealthy”, “Very Unhealthy”, and “Hazardous”, respectively).
      3. If the Air Quality Index is forecast to reach the orange level or above, the Director or designee will alert teachers and monitor the situation via the website and/or hotline. The teachers will use the advisory information to determine if and when to adjust outdoor activity for children. Options may include having the children playing outside at the time of day when levels will be lower, limiting the length of time outdoors, reducing the level of strenuous activity (i.e. dig in the box instead of running and climbing), or deciding to remain indoors for the day. Teachers will also monitor children carefully for symptoms like coughing or wheezing and adjust their activities accordingly.

              III. 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. In this case, the family may choose to keep the child home on days of concern.

11. Notification Requirement for Absence or Late Arrival

1. 1. To help ensure the safe delivery of children to the care of the teacher, families are required to notify the classroom teachers if they plan to arrive after 10:00 a.m. or if the child will be absent from school.

1. 1. 1. The parent or guardian of the child may call the classroom phone line prior to 10:00 a.m. the day of the absence. Voicemail is active 24 hour per day to receive messages.
      2. The parent or guardian may leave the classroom teacher a written note on the day before, indicating the planned late schedule of arrival or planned absence.
      3. If a phone call, voicemail message, or written communication has not been received by 10:00 a.m. as required, the classroom teacher will call the child’s home to inquire about the child’s absence. If there is no answer, the teacher will leave a message.⁵⁵

             II. All notification attempts made by staff members must be documented on the sign-in sheet. This is accomplished by making a note of the time the parent or guardian was called and whether contact                   was made, or a message left, or no voicemail was available.

12. Supervising and Tracking Children

1. 1. Staff to child ratios:⁵⁶

1. 1. 1. Staff are responsible for always maintaining adult-to-to child ratios.
      2. Legal ratios and maximum group sizes for the different ages are:

                       3. Ratios are adjusted for a mixed-age group using a pro-rate worksheet.

                       4. Maximum group size does not apply to field trips and outdoor play areas, but the ratios must be maintained.

                       5. An adjustment in group size and ratio may be made as long as one member of staff is within sight and sound of the resting group AND the correct number of staff are in the center. For infants                             and toddlers, 2 teachers are expected in the classroom during naptime unless they get permission from the Director, in which case a second staff person is required in the classroom when                                 the 4th child awakens.

                       6. Unpaid students and volunteers (including families) may not be counted in the ratios, unless an employee orientation is completed including fingerprinted background checks.

             II. Supervision requirements:⁵⁷

1. 1. 1. Staff must supervise all children present by sight and sound.⁵⁸
      2. Staff are expected to use good judgment when taking phone calls, using the classroom computer, engaging in conversations with adults, or any other activity that might distract them from their responsibility of supervising children.
      3. Supervision on the playground is particularly important. When on the playground, staff must spread out, positioning themselves in different supervision areas. This will provide better oversight of the entire play area and reduce the risk of accidents or other safety issues. The total number of children allowed on the playground at any one time may not exceed maximum levels for safety.
      4. Any incident that results in a staff member not knowing the whereabouts of a child in attendance must be reported immediately to the Director.
      5. Failure to carefully supervise and track children, under normal circumstances, may be grounds for disciplinary action including dismissal.

            III. Attendance sheet.⁵⁹

1. 1. 1. The teacher is required to sign-in and sign-out each child in their classroom each day at arrival and departure. They write the time in- and time out on the classroom attendance sheet.

1. 1. 1. 1. When there are 2 or more teachers in the room, the teacher acting as the “lead” is accountable to make sure that all children have been signed in/out on the attendance sheet.

           IV. Supervision roles and responsibilities:

When two or more staff are in the classroom together, there needs to be someone in the “Lead Role”. Academic staff assume the lead role, unless a student or assistant teacher is specifically assigned that role.

1. 1. 1. Lead role responsibilities

1. 1. 1. 1. Maintain a global awareness of the room. The lead teacher can give individualized attention to children but not at the expense of maintaining a global awareness of the entire group.
         2. Make sure plans are carried out, and if they cannot be carried out, make on-the-spot decisions as to how the plans must be changed. The lead teacher can ask for the opinion of others, but the “buck stops” with the lead teacher.
         3. Provide direction to the children and support staff. Communication is essential so that everyone understands “the plan”. The lead teacher takes major responsibility for guiding the group of children through activities and transitions; giving direction for what happens next.
         4. Lead transition. For example, when going outside, the lead teacher is the one to go with children who are ready first. The assistant stays back to help the “stragglers”.
         5. Delegate housekeeping jobs, such as taking the snack dishes to the kitchen, to a support teacher.

1. 1. 1. 1. 1. Assure each child is signed out on the attendance sheet at the end of the day when leaving the center.
            2. Complete Risk Benefit Analyses as needed

1. 1. 1. 1. 1. • At times, teachers or children may want to participate in activities that may be considered risky such as climbing trees, jumping off a large rock, using certain types of tools, napping outdoors, etc. Teachers will conduct a risk benefit analysis per activity and include children in the process as appropriate.
               • If the activity is deemed medium or high risk, the teacher will meet with the Director to determine if a written plan and/or procedures need to be developed which may include things such as testing the weight of tree branches before climbing, training for teachers or children, notifying families, checking licensing rules, etc. Directors will approve the plan before implementing the medium or high-risk activity.
               • See appendix A for developed plans and procedures.

                       2. Support (assist) role responsibilities

1. 1. 1. 1. Provides individualized attention to children but is prepared to maintain a more global awareness of the room if so directed by the lead teacher and to help ensure the health and safety of the children per their orientation and ongoing training⁶⁰
         2. Assists the lead teacher in carrying out the planned activities and goals for classroom and individual children, follows the directions given by the lead teacher and asks for direction when needed.⁶¹
         3. Helps children follow through with directions given by the lead teacher.
         4. Assists the lead teacher in guiding the group of children through transitions and is the one to stay back to finish cleaning or helping the few children at the end.
         5. Takes responsibility for many of the housekeeping tasks so that the lead teacher can supervise children and keep a global room awareness.

            V. Roll call.

1. 1. 1. Staff are responsible for always knowing the total number and whereabouts of children under their care.
      2. Teachers must regularly do a “Roll Call” whereby the daily attendance sheet is checked against actual children present. Teachers SHOULD NOT just count heads since it is easy to count the same child twice.

           VI. Child tracking system and procedures.

1. 1. A clothespin with the child’s name is clipped on the edge of the attendance sheet book. After signing the child in, the parent/guardian (or child) gives their pin to the ONE Lead teacher to add to the lanyard, which she is wearing around her neck. At the end of the child’s day the parent/guardian gets the child’s pin from the teacher’s lanyard, stores it back on the edge of the sign-in book where they first found it and signs the child out by indicating the departure time.

1. 1. 1. Teachers in the infant rooms might choose to leave the lanyard hanging on the wall in a conspicuous spot instead of wearing the necklace, however all the following procedures apply when taking children out of the larger group and when transitioning to and from the playground.
      2. The number of clothespins on the teacher’s lanyard equals the number of children present in each room and indicates the teacher in the “lead” role who is accountable. When all the children present are in one group, only one teacher should have all of the clips (in other words the larger group should not be divided into smaller subgroups, with two teacher’s each wearing half of the clips, as this would prevent one person from getting an accurate count of the entire group at a moment’s notice.)
      3. Any time a staff member takes a child out of the main classroom (for example, to go to the kitchen or bathroom); the child’s clothespin is transferred to the lanyard of the teacher who is taking him/her out. When the child rejoins the class his/her pins go back on the lanyard of the one lead teacher.
      4. The lead teacher must make certain the person taking the child out of the group is eligible. Unpaid students and volunteers (including families) must never be left alone with children. There must always be a responsible (paid staff) in the vicinity.⁶²