Parent Handbook - Lower Columbia College

PARENT HANDBOOK
Health and Safety
Disaster Preparedness
Revised: August 2015
TABLE OF CONTENTS
Telephone Numbers (p. 3)
Welcome (p. 3)
Hours of Operation (p. 3)
The Early Learning Staff (p. 3)
Center Goals (p. 3)
Mission Statement (p. 4)
Teaching Philosophy (p. 4)
Enrollment & Admission (p. 5)
Fees & Payments (p. 5)
Center Access (p. 7)
Signing In & Out (p. 8)
Termination of Services (p. 8)
Mandated Child Abuse Reporting (p. 8)
Complaint Process (p. 9)
Prohibited Substances (p. 9)
Scheduled Activities (p. 10)
Meals & Snacks (p.11)
Religious Activities & Celebrations (p. 13)
Fish/Pet Policy (p.1 3)
Field Trips (p. 14)
Behavior Management (p. 15)
Wellness Monitoring & Ill Child Exclusion (p. 16)
Preventing Illnesses (p. 19)
Medication Management (p. 20)
Medical Emergencies (p. 24)
Infants & Toddlers (p. 26)
Early Achievers (p. 31)
Biting Policy (p. 32)
Pesticide Policy (p. 32)
Health & Safety Practices (pgs. 34-66)
Disaster Preparedness (pgs. 67-69)
Disaster Plan (pgs.71-90)
2
TELEPHONE NUMBERS
Administrative Office, 1720 20th Ave. Longview, WA
Director, Michaela Jackson
Program Coordinator, Laura Sampson
Early Childhood Degree Program Coordinator, Ann Williamson
Infant Room, Kristin Nunes
Wobbler Classroom, Cheryl Martinez
Toddler Classroom, Samantha Watkins
Jitterbug Classroom, Sarah Ross
Preschool Classroom, Deanna Anderson
Pre-K Classroom
ELC Nutrition Services, Jo Bredfield
442-2890
442-2891
442-2890
442-2892
442-2902
442-2901
442-2895
442-2893
442-2894
442-2896
442-2890
WELCOME
The Early Learning Center is a full-service child care program that provides high-quality full time
early learning opportunities. We accept children ages 4 weeks through kindergarten entry. The
center is conveniently located on the LCC campus adjacent to the 20th Avenue parking lot.
The Early Learning Center provides physical, cognitive, social and emotional and language
development experiences for children 1 month through Kindergarten entry.
The Early Learning Center (ELC) is open to children regardless of race, creed, color, national origin,
or handicap.
HOURS OF OPERATION
The Early Learning Center is open Monday through Friday 7:30 a.m. to 5:30 p.m. during Lower
Columbia College’s academic year, and Monday through Thursday during the summer quarter. The
Center closes for federal holidays, staff in-service days, a one week maintenance break in June, a
one week maintenance break in August, and winter break in December. Copies of the current
calendar, including closure days, are available in the Early Learning Center (ELC) office.
The Early Learning Center does not offer drop-in childcare services. Children must attend according
to their schedule.
THE EARLY LEARNING STAFF
The Early Learning staff transforms the traditional classroom learning concept into child-centered
learning environments that are age and developmentally appropriate for every learner. All Lead
Teachers are degreed Early Childhood professionals who believe that positive early education
experiences enhance children’s innate ability to explore, discover and practice their distinct
learning styles. Each staff member brings with them a joy for children, a commitment to
understand each child’s needs and abilities and a desire to facilitate the learning process.
GOALS
3
The Early Learning Center provides a comprehensive educational experience for children, parents,
and students.
Children: Our educational goal for children is to provide a safe, nurturing, learning environment.
We utilize best practices in developing curriculum that will meet the diverse needs of our
population. In doing so, we incorporate differing learning styles, multiple intelligences, cultural
differences, age-appropriate and individually appropriate focus.
Parents: Our educational goal for parents is to provide relevant parenting information that will
support their individual family goals. By providing a quality caring environment for their children,
we are also supporting their progress toward their own educational goals. We view ourselves as an
integral support system for the dual role of parent and student.
Students: Our educational goal for students is to provide a hands-on lab experience. Our
classrooms are lead by Early Childhood Education Specialists who have designed high quality
environments and provide expertise and mentoring. Students gain skills and competence in the
areas of classroom management, curriculum development, and implementation strategies
designed to ready them for employment in the Early Childhood field.
MISSION STATEMENT
The mission of the LCC Early Learning Center is to provide individualized education options
designed to strengthen the family unit. We offer safe, quality on-campus childcare and preschool
learning opportunities for the children of LCC students, staff and faculty, and our community, in
atmosphere that invites adults and children to discover, explore, and celebrate the marvelous
beings they are. In doing so, we support families in their efforts to reach their goals.
The LCC child care center provides a cognitively based program for children ages four weeks to
kindergarten entry. We provide an environment where children are encouraged to develop at their
own pace.
The Early Learning Center (ELC) staff is a professional team dedicated to supporting the “whole”
family. Though our primary focus is the well being of the children entrusted in our care, we also
realize that the well being of their parents is essential to achieving that goal. We make every effort
to facilitate a positive experience for you and your child during your enrollment in the Early
Learning Center. Our program’s design reflects the mission statement of Lower Columbia College:
“…to ensure each learner’s success… (to) create an inclusive educational process for all
students…(and) influence their lives in ways that are individual and collective, local and global.”
We place a high value on clear and consistent communication. Please address your concerns,
questions, words of encouragement and positive ideas for improvement to the ELC staff. We
appreciate the opportunity to serve you.
TEACHING PHILOSOPHY
The Early Learning Center’s program is based on the philosophy that children are best served in an
environment that stimulates and encourages creative and developmental growth appropriate to
each child’s individual needs. The Early Learning Center provides experiences that enrich and
enhance each child’s cognitive, language, social, emotional, physical, and creative development.
4
Within the Early Learning Center’s daily schedule, each child has opportunities to create, explore
the environment, learn problem-solving and personal interaction skills, and learn concepts through
first-hand experiences. Children develop a positive self-concept through a balance of self and
teacher-directed activities. Opportunities for solitary play as well as group activities are provided.
The ELC staff serves as positive role models and provides care that is supportive, nurturing, warm,
and responsive to each child’s individual needs. We respect parents as the primary and most
important provider of care and nurturing, and we believe parents and teachers are partners in
children’s care and education.
ENROLLMENT AND ADMISSION
Enrollment Forms:
All Early Learning Center (ELC) enrollment forms must be completed before child attends. These
forms include, but are not limited to the following:
1. Registration form, including child’s health history.
2. Emergency contact and release information.
3. Data Collection Form
4. Early Achiever consent form
5. A complete record of immunizations.
6. Written consent for child to receive emergency medical care (on the reg. form).
7. Signed Field Trip form
8. Permission to Photograph forms.
9. Parent class and/or work schedule.
10. Confidentiality Statement
11. USDA application
12. Signed Parent Orientation
FEES AND PAYMENTS
Early Learning Center (ELC) Rates:
Childcare fees are based on full and half-day rates and the quarterly total is determined by the
number of days per quarter the child is enrolled in the Early Learning Center (ELC). A four hour per
day, 3 day per week or 2 full days minimum is required.
 Student, Staff & Faculty Rate:
- Infant (1–11 months) Full Day = $35.80 Half-Day = $18.15
- Wobblers/Toddlers (12-29 months) Full Day = $30.80 Half-Day = $15.65
- Preschool/K (30 months -Kindergarten Entry) Full Day = 26.97 Half-Day = $13.74
 Community Rate
- Infant (1-11 months) Full Day = $38.83 Half Day = $20.00
- Wobblers/Toddlers (12-35 months) Full Day = $33.88 Half Day = $17.52
- Preschool/K (3 thru 6 years) Full Day = $29.67 Half Day = $16.08
5
 Financial Assistance
- DSHS Working Connections payments accepted. Students receiving state-paid
childcare assistance must notify the ELC office. A signed and completed Student
Release and Payment Agreement Responsibility form is required. DSHS Provider
Information forms can be obtained from the ELC office.
Note: Parents’ quarterly class and work schedules must be completed and approved before
children are enrolled in the Early Learning Center (ELC). Three half days or 2 full days is required
for enrollment. Priority placement is given to parents needing more than four hours per day and
five days per week enrollment.
Payments
Childcare fees are calculated quarterly on a per day basis and divided into 3 equal payments. All
payments are due by the first business day of each month. Failure to make payments on time will
result in termination of services.
The Early Learning Center (ELC) offers two calendar billing options. Option 1 follows the LCC
academic calendar. This option bills only for days that LCC classes are in session and finals week.
Childcare services will not be provided for days outside of the academic calendar with option 1.
Option 2 is the year-round calendar and bills for all days the ELC is open. When filling out the
childcare services agreement, you must choose one of these options. The ELC is unable to bill based
on other schedules (school districts, other colleges, vacations, etc.)
Change of Schedule Fee:
The quarterly class and work schedules completed by parents determine the number of childcare
hours needed each week. From these schedules we are able to determine classroom flow, staff and
child ratios and paid work hours for classroom assistants. The Early Learning Center (ELC) regards
the class and work schedules as a childcare services agreement between parents and the Center.
Changes to the schedules will happen; a class is cancelled or dropped, work hours change, classes
are added. We understand that the first two weeks of every quarter are hectic and need to be
flexible. When class and work schedules are revised, all billing forms, classroom working schedules,
workers hours are adjusted as well. For this reason, the Early Learning Center will allow one
revision per schedule per quarter without charge. A $75.00 revision fee will be charged for the
second revision and every revision thereafter. CHANGES IN BILLING WILL NOT TAKE EFFECT UNTIL
THE FIRST DAY OF THE FOLLOWING MONTH.
Registration Deposit:
A non-refundable family registration deposit of $50.00 is required at the time of enrollment and
annually thereafter. The registration deposit is due when the child is accepted for enrollment.
Parents who attend spring quarter and plan to return to LCC the fall quarter must pay the
registration deposit by July 1, in order to guarantee their children’s placement.
Late Pick-up Fees:
The Early Learning Center (ELC) closes every day at 5:30 p.m. Parents neglecting to pick up their
children by 5:30 p.m. will be charged $1.00 per minute until children are picked up. If staff is
6
unable to make contact with persons listed on the pick-up list within 30 minutes, CPS will be
contacted to collect the child. If a child is left in care after closing more than 3 time in an
academic year, services will be terminated.
Refund Policy:
If you discontinue care in the middle of the quarter, you will be responsible for paying for the
current month as your original schedule states. Changes will be effective beginning the first day of
the following month. Refunds will be calculated on the remainder of days for the following months
of care. Example: Your child begins care on September 1st. You discontinue care Sept. 15th. You are
responsible for paying September’s bill. October, November and December will be refunded. The
ELC must be notified in writing by the parent of child’s withdrawal from the Early Learning
Center. Refund checks are processed by the Lower Columbia College Business Office within 10-15
business days and mailed to the parent’s home address.
Childcare fees will not be reduced for absences due to minor illness (cold, flu etc), or when child
stays home with another caregiver, or for vacation days taken during the quarter.
Rate Evaluation:
Rates for childcare services are evaluated annually. Increased rates are effective July 1. Returning
parents are notified in writing 30 days in advance of the rate changes.
CENTER ACCESS
Classroom access is limited:
In the current climate of high concern about school safety, ELC staff is both watchful and sensitive,
and access to children is carefully controlled.
Persons who do not have official business at the Early Learning Center will not have regular or
unsupervised access to children. It is the center’s policy for staff to question any adult they see in
the facility or on the playground who they do not recognize.
Parents have a right to be in the center any time they choose and to visit any part of the center
their child uses. Staff will not, however, leave parents alone unsupervised with children other than
their own.
Early Learning staff are especially careful about who they let sign out a child. Parents indicate the
persons they authorize to pick up their child on the Emergency Contacts and Release Authorization
Form.
Center personnel will ask to see photo ID before a child is released from the Center’s care. Even if
the person has to go back out to their car to get ID, we are committed to keeping children safe. If
proof cannot be shown that a person is authorized to pick up a child, WE WILL NOT release the
child. Staff will contact the parents by phone or call one of the backup people on the authorized
list.
7
A parent or guardian involved in a child custody dispute may want to prevent the other parent
from visiting or picking up the child. In this case, the person making the request must supply the
Early Learning Center with a copy of a current court-issued restraining order. The restraining order
will be kept on file at the Center, and all personnel will be advised of the order. Staff will call Law
Enforcement or Campus Security immediately if there is a problem.
THE EARLY LEARNING STAFF WILL NEVER RELEASE A CHILD TO AN UNAUTHORIZED PERSON.
Parents should notify the center and tell their child when someone other than the regular person
will pick up the child. We request that parents give us advance notice when someone else will be
picking up the child, even if the person’s name appears on the authorized pick-up list. Staff and
children will then know who to expect. Parents can make revisions to the Emergency Contacts and
Release Authorization Form in the ELC office during regular operating hours.
Also, classroom access may be restricted when childcare fees are not current and parent has not
attempted to resolve past due payments with the ELC office.
SIGNING IN AND OUT
A monthly sign in/out sheet, labeled with name of child and parent, quarter, year, and month is
located in each child’s classroom folder. Parents are required to sign their complete signature
when they bring and pick-up their children. Children are not permitted to sign themselves in and
out of the Early Learning Center.
TERMINATION OF SERVICES
The Early Learning Center reserves the right to terminate childcare services when:
 A child’s behavior is injurious to the well being of another student or staff member and
cannot be corrected. No dismissal will be made without referral from the teacher and a
parent/teacher/director conference,
 A parent’s behavior disrupts the program,
 A child is left at the ELC after 5:30 more than 3 times in an academic year
 Childcare payments are not made in a timely manner.
Issues of concern are addressed immediately. Every effort will be made to resolve the problem
with parent and Early Learning Staff collaboration.
MANDATED CHILD ABUSE REPORTING
The Early Learning Center is required by Washington State Law and State Licensing requirements to
report immediately to Law Enforcement and Child Protective Services any instance when there is
reason to suspect the occurrence of physical, sexual, or emotional child abuse, or child neglect, or
exploitation. The Early Learning Staff will not notify parents, guardians or other Center personnel
that a report has been made.
8
COMPLAINT PROCESS
The Early Learning Staff acknowledges that parents are the primary and most important providers
of their children’s care, learning and development. In addition, we believe that children are best
served when parents and teachers create partnerships that are based on mutual respect and hones
communication. However, difficulties and misunderstandings can arise. The Early Learning Center’s
Complaint Process is designed to assist the parent, the teacher(s) and, if necessary, other LCC staff
to come to a joint resolution.
Grievances
A grievance is an oral or written complaint regarding:
 A denial of childcare services,
 Dismissal from Early Learning Center,
 Dissatisfaction with the childcare services,
 Conflict with Early Learning Staff.
Oral Complaints
If a parent wants to talk with their child’s Mentor Teacher or with the Center Director because
she/he is dissatisfied with a denial of childcare services, or quality of services, an oral complaint can
be filed. Examples include, but are not limited to, things like the manner of communication by
Center staff, or concerns about the Center’s policies, procedures, or denial of childcare services.
To file an oral complaint, the parent contacts the Mentor Teacher and/or Center Director and asks
for a time when all parties can meet privately to discuss the complaint openly and fully. Every
attempt will be made to resolve the complaint in an amicable and respectful manner that is
mutually beneficial to all parties.
PROHIBITED SUBSTANCES
Alcohol and Drugs:
Early Learning Center personnel cannot be under the influence of alcohol or drugs, including
marijuana while on the job. This means:
 These substances cannot be consumed at work or before coming to work.
 Use of drugs, including marijuana, and excessive use of alcohol can lead to termination of
employment.
The Early Learning Center takes this policy very seriously. This policy protects the safety of our
children, the integrity of our profession and the continued operation of the Early Learning Center.
In the event a drinking situation involving an adult picking up a child occurs, State Licensing
regulations provide the following guidelines:
 Ask permission to call their spouse or partner.
 Ask permission to call a backup person on the authorized pick up list, or
 Volunteer to call a cab.
In addition to these steps, and depending on the gravity of the circumstance, Early Learning Center
personnel may call Campus Security.
9
If the person leaves with the child and Center personnel fear for the child’s safety, Law
Enforcement and Child Protective Services (CPS) will be called (WAC 170-295-6050).
Smoking is inappropriate in a child care setting. It not only can injure the children through second
hand smoke, it serves as a poor model for their own future behavior.
Neither Center personnel nor parents may smoke inside or outside Center premises, or in a vehicle
transporting children at any time.
If staff members wish to smoke, they must do so away from children and the building, off the
premises.
Staff who smoke must do so where children cannot see them.
The Early Learning Center requires staff or volunteers who smoke to wear a jacket or other
covering when smoking. A jacket worn during smoking may not be brought into the Center.
Often, persons who smoke have a strong smoking odor which can be offensive and /or trigger
allergies or asthma in sensitive people (WAC 170-295-6050).
SCHEDULED ACTIVITIES
Daily Classroom Schedules:
Lead Teachers are responsible for planning the activities provided for infants, toddlers,
preschoolers, and Kindergartners. The daily scheduled routines are posted in each classroom and
copies are available for parents to take home.
Quiet Time / Rest Time:
Rest and quiet times vary by age group and usually begin after lunch. We want naptime to be a
pleasant experience. It works best for your child to arrive at least 30 minutes before scheduled rest
time. Children who are under 5 years old and in care more than 5 hours must be given a rest time.
If your child does not fall asleep within 30-45 minutes they will be allowed to participate in quiet
activities. Quiet activities are provided for children who choose not to rest or are scheduled to be
picked up during rest time. Please consult with the Lead Teacher if your child has any fear issues
that may interfere with the resting time.
Gross Motor/Outdoor Play:
All children in our center go outside to play in the morning and in the afternoon. We provide many
play spaces for your child to utilize. Please remember to bring a coat with your child daily. You may
also want to leave a pair of rubber boots and gloves in your child’s cubby for colder weather days.
We also ask that you put sunscreen on your child during the sunny months before bringing them to
childcare. We will apply sunscreen in the afternoon.
10
MEALS AND SNACKS
The Early Learning Center prepares and serves breakfast, and two afternoon snacks. Parents
provide lunch. We follow the USDA guidelines as well as the Washington State Licensing Code
(WAC). Our meals and snacks provide healthy, fresh foods with variety. We also provide milk and
water at each meal INCLUDING LUNCH. Monthly menus are located on the classroom parent
boards.
Parents are responsible for providing a sack lunch for their child each day. The lunch must meet
certain food guidelines. Children need a variety of foods to keep their growing bodies healthy. Our
staff will check lunches each day to assure we are within the licensing guidelines. Please pack your
child the following food items daily: 1 serving of grains, 2 servings of fruits/vegetables, 1 serving of
protein.
We are unable to heat or cook food at lunch time. Children can bring items in a thermos to keep
food warm. We have a refrigerator to be used to store the lunches in until lunch time. Please
remember to take your child’s lunch box home at the end of the day.
Here are a few menu Ideas:
1. Tuna sandwich on whole wheat bread with carrot sticks and applesauce
2. Canadian bacon slices, cucumber slices, wheat crackers, cheddar cheese slices, and
mandarin oranges
3. Pasta salad with green peppers, pepperoni, peas, and cubed cheese with a bundle of grapes
4. Cottage cheese with pineapple, whole wheat roll with roast beef and tomato, broccoli
5. Cold pizza slice w/meat, pears and celery sticks
6. Yogurt with blueberries and granola, bell peppers, hard-boiled egg
7. Tortilla with beans, cheese & salsa, kiwi
8. Chicken salad, cheese and wheat crackers, peapods, and a banana
9. Lunch meat sandwich on whole wheat bread, broccoli, cantaloupe
10. Bagel with cream cheese, pepperoni slices, peaches, mushrooms
11
Please remember to bring lunch with your child. If you forget, the lunch needs to be to the center
no later than 10:30. If your child’s lunch does not contain all the needed nutrients, we will follow
this procedure:
 1st time- we will supplement the needed food
 2nd time- you will be called and asked to bring the needed items
 3rd time- you will be asked to take your child for the lunch hour
 4th time- you will be asked to pick your child up for the day
We use meal times as part of your child’s learning experience. We want all meal times to be
positive. Some of the things your child is working and learning during meal times are:
 Social skills-sharing, conversations, being next to others, manners, self-help skills
 Cognition and General Knowledge-identifying food, food groups
 Health and Safety-nutrition, healthy bodies
 Motor development- Hand-eye coordination, use of utensils, pouring milk
Use the following links to learn more about the USDA food program and dietary guidelines
choosemyplategov.
Parents of children 1 month through 11 months must provide baby bottles and formula or breast
milk and baby food for children who are not ready for table food.
Children and classroom teachers are seated together at the table during meal times. Meal times
are part of the Early Learning Center’s life-experiences curriculum. It is the Center’s goal to make
meal times pleasant times, where happy talk is exchanged, spills are no big deal, and table manners
are used. Children are encouraged to try all food choices. Children are not bribed or rewarded for
eating. Food is served on individual plates. Children are given an opportunity to serve themselves.
Children wash their hands before sitting at the table and when lunch is completed.
Special Diets:
Written documentation from a Health Care Provider is required if child is unable to tolerate certain
foods due to allergies or a food intolerance.
The Early Learning Center requires an Individual Health Plan be completed by parent and child’s
physician(s) before child attends care. Every reasonable accommodation will be made to meet
special dietary needs. Parents may be asked to provide adaptive eating utensils and/or foods that
are prescribed by child’s physician.
Dietary restrictions and food allergy warnings are posted in the ELC kitchen and child’s classroom.
It is the policy of the ELC that parents provide food from home when:
 The child has a medical need (i.e. PKU, feeding tubes, etc.),
 A food substitute is required by physician due to intolerance, sensitivity or allergy.
*Due to allergies, we are a peanut free center
12
No home made food items will be shared with the classroom children. NO exceptions will be
made to this policy. If you are bringing a “treat” for your child’s class, it must be store bought and
come to the center in the original container/packaging.
Meal Schedule:
Breakfast and afternoon snacks are provided and included in the childcare rates. Meal and snack
times vary per classroom. Please ask your child’s teacher for meal service time for your child’s
classroom.
Meal
Breakfast
Lunch
Afternoon Snack
Late Afternoon Snack
Begins
8:30 a.m.
11:00 a.m.
2:00 p.m.
4:30 p.m.
Ends
9:00 a.m.
12:00 p.m.
2:30 p.m.
5:00 p.m.
RELIGIOUS ACTIVITIES & HOLIDAY CELEBRATIONS
The Early Learning Center believes children need an environment that exposes them to other
cultures and traditions in order to be more accepting of each other and their uniqueness.
The classroom teachers neither include nor exclude grace before meals, religious stories or songs.
The classroom teachers acknowledge the rights of children who choose to pray before meals.
Please consult with the Lead Teacher before sending religious stories or songs to be shared in the
classroom.
Holidays, traditions, celebrations and social activities are an important part of every child, family
and staff’s life. We recognize that our families and staff come from diverse backgrounds. We have
different beliefs, traditions and values. All celebrations during the year will be developmentally
appropriate. Parents will be notified in advance of the celebratory plans that include their children
and will have an opportunity to share their concerns / suggestions with the Early Learning staff.
Alternative options that focus on the child’s well being will be explored for parents who choose not
to allow their children to participate in a group holiday celebration.
FISH POLICY
We have the following Fish and Fish tanks on the premises: Beta, Goldfish
Fish Tanks are secured from falling and located: on the counter.
(In accordance with WAC 388-295-5170, the fish tank(s) will not be located in corridors, entrance
ways, or where children eat, sleep or play. Nor in infant and toddler areas)
Staff assigned to the care and feeding of the Fish are: Samantha Watkins, Cheryl Martinez, Sarah
Ross, Deanna Anderson, Kristin Nunes.
13
Method used to clean tanks and staff assigned to the cleaning of the Fish Tank(s) is: clean with soap
and water, rinsed, sanitized with bleach solution.
Cleaning of the Fish Tank(s) takes place in the following location: staff restroom/laundry room.
(Note: if sink is used for cleaning food or utensils or used by children it cannot be used to clean Fish
Tank)
Fish food is kept out of children’s reach and is located above the sink
Children who have allergies to Fish will be accommodated by: not being exposed to the fish.
Curricula for teaching children and staff about safety and hygiene is presented by staff in the
following manner: both large and small group activities and discussions
A hand washing poster is posted near the fish tank and children and staff are directed to wash their
hands after touching the tank.
FIELD TRIPS
Permission:
The Early Learning Center requires parents to sign permission slips allowing their children to leave
the Center. Field trips may include walks around the LCC campus, trips to the Longview Public
Library, Vandercook and Lake Sacajawea parks.
Parents are notified in advance of field trips so that children may arrive appropriately dressed.
Drop off and pick up times can be altered, if necessary. We invite parents to express any concerns
they may have about their children going on a particular outing.
Some outings may be “spontaneous,” due to nice weather or attending a special story time at the
city library. Spontaneous outing information will be posted on the secured classroom entry door
detailing location and time returning. Every effort will be made to see that the group leaves and
returns at convenient times so parents can drop off or pick up their children as scheduled.
Appropriate care and activities are provided for children who choose not to go, or who do not have
their parent’s permission to leave the Center.
Safety:
Safeguards the Early Learning Center follows to ensure every child’s safety when away from the
Center include:
 First Aid kits
 Children’s emergency medical and general information
 Phone access (cell phone, change for pay phone)
 Notifying office staff where the group is going and when they plan to return
 Teachers signing the children out when they leave, and signing in when they return
Transportation:
14
Field trips are planned within walking or strolling distance of the childcare center. The Early
Learning Center does not provide motorized transportation.
BEHAVIOR MANAGEMENT THROUGH POSITIVE GUIDANCE
Philosophy:
The goal of positive guidance is often described as “helping young children gain inner self-control
so they become aware of what is acceptable behavior.” As adults, then, we need to guide young
children so they are able to attain this inner self-control.
Some reasons for misbehavior:
Children often act out because:
1. they are acting their age,
2. they are having difficulty in their lives ( hungry or tired, unhappy, tension at home, change
of routine, etc),
3. too much is asked of them for their age and / or development,
4. they are uncertain what is expected of them.
Early Learning Center Positive Guidance Policy:
1. All language and actions directed to children must be of a positive nature. Many behavioral
problems may be avoided by providing physical contact or comfort; holding, touching, quiet
conversation, acknowledging each child’s presence.
2. There will be no corporal punishment of children. No spanking, pulling arms, hitting,
kicking, biting, jerking, shaking, or slapping or any other means of inflicting physical pain,
because this does not coincide with our positive guidance philosophy. Staff members or
parent participants will not use any form of punishment, physical or verbal, which may
result in lasting damage to the children’s positive feelings about themselves.
3. Children will be guided according to each child’s individual needs in agreement with the
Lead Teacher. This will depend upon the age, developmental level, and personality of the
child involved.
4. During toilet learning, we understand that children have toilet accidents and we emphasize
that each child’s dignity and sense of self-worth will be preserved and that the successes
will be praised and the failures given minimum amount of attention.
5. In keeping with our philosophy concerning maintaining an environment which provides for
the safety and well-being of each child, the children will be guided toward attaining selfcontrol when children:
- hurt themselves or others,
- misuse and are destructive of materials,
- verbally abusive or use profanity.
In the event a child’s misbehavior cannot be corrected using the Center’s positive guidance
strategies, we will contact the parent immediately to work out a solution. Every effort will be made
to resolve the problem with parent and lead teacher and/or director collaboration and/or outside
help if necessary. The Early Learning Center reserves the right to dismiss a child from care if the
15
behavior is injurious to the well being of another student or staff member. No dismissal will be
made without referral from the teacher and a parent/teacher/director conference.
WELLNESS MONITORING AND ILL CHILD EXCLUSION
One of the goals for the Early Learning Center is a high health standard. Upon arrival at the Early
Learning Center, children’s appearances are observed for wellness and are monitored throughout
the day. The Lead Teacher will document any noticeable signs of illness on the Health Monitor / Ill
Child Exclusion form. Symptoms that might indicate the need for exclusion, but not limited to, are:


Fever over 100°
Vomiting





Diarrhea – 2 or more watery stools
Draining rash/ Unexplained rashes
Hacking deep cough



Eye Discharge or pink eye
Too tired or sick to participate in Center
activities
Lice or nits
Communicable diseases
Severe congestion
Keeping an ill child home not only protects other children at the Early Learning Center, but also
shortens the period of illness and greatly reduces the possibility of the child getting a secondary
infection during this period of lower resistance.
NOTE: In addition, when a child has a condition that may not be contagious but interferes with the
Center’s scheduled activities and routines, and / or requires a great deal of individualized time and
attention, the child will be excluded from group care.
Ill children cannot be accepted at the Early Learning Center. If the child exhibits any of the above
symptoms, we insist the parent keep the child home until symptoms disappear for at least 24 hours
or until we receive written permission from a Health Care Professional stating that the child’s
condition is not contagious.
However, if a physician’s permission to return conflicts with the Center’s Nurse Consultant
recommendations, we reserve the right to err on the side of caution in order to maintain high
health standards at the Center.
Notification:
If a child becomes ill at the Center, the parent will be contacted immediately and the child will be
separated from other children and cared for in either Room 117 or 102, depending on availability,
until parent arrives to take child home.
If the parent cannot be reached, the designated responsible party will be called. If neither can be
reached, and symptoms persist, the child’s physician will be called and his/her directions followed.
In case of emergency, the parent will be contacted immediately; if the parent cannot be located,
the child’s doctor will be contacted, appropriate First Aid will be applied (in accordance with the
directions of our First Aid – CPR – AED Emergency Care & Basic Life Support Training Manual, and /
or child’s physician), and, if necessary, the child will be transported to the hospital by ambulance.
16
All parents are required to sign an Emergency Treatment Authorization form when they enroll their
children. This form allows the hospital to treat the child when the parent cannot be located.
The Early Learning Center will report communicable diseases to the Cowlitz County Health
Department. Parents will be notified either in writing or classroom postings of their children’s
exposure so they can take proper action to protect their children.
Also, if a child contracts a contagious disease, including but not limited to, flu, chicken pox,
conjunctivitis, mumps, measles, viral infections, lice or is exposed to one, the parent is to inform us
immediately. We will post a notice to alert other parents.
The Center will report incidents of communicable disease to the Cowlitz County Health
Department.
Documentation:
Signs of illnesses, or a teacher’s concern for a child’s wellness, will be documented on the Health
Monitor / Ill Child Exclusion form. The classroom Lead Teacher or Center Staff person will review
the child’s symptoms and steps taken to comfort the child with the parent. Center Staff person and
parent are required to sign the Health Monitor form.
Lead Teachers in each classroom will complete an Accident, Illness and Injury Report and will
document pertinent information on the Accident, Illness and Medication Master Log.
Childhood Illnesses That Will Exclude Child from Care:
Chicken Pox: Onset is 2 to 3 weeks after exposure.
Symptoms: Slight fever and irritability for 1 day, and fine blisters on the body and face. Child is
contagious for up to 5 days. Do not bring child to group care for 5 days after the rash appears or
until all scabs dry, whichever is first.
German measles (Rubella): Onset is 2 to 3 weeks after exposure.
Symptoms: Slight head cold, swollen glands at the back of the neck and a changeable rash that
goes away in 2 to 3 days. Do not bring child to group care for 7 days after the rash begins.
Keep child away from women who are in the first 3 months of pregnancy!
Measles: Onset is 1 to 2 weeks after exposure.
Symptoms: Runny nose, watery eyes, fever (may be quite high), and a cough; a blotchy rash
appears about the 4th day. Do not bring child to group care for 4 days after appearance or until
well.
Fifth Disease: Onset is 6-14 days after exposure.
Symptoms: Fifth’s disease is a very contagious rash that often begins on the cheeks and is later
found on the backs of the arms and legs. The rash is very fine, lacy and pink in appearance. Do not
bring child to group care for 7 days after the rash begins. Keep child away from pregnant women!
RSV (Respiratory Syncytial Virus):
17
RSV is highly contagious and is the most common respiratory virus in infants and children. RSV
infects virtually all infants by the age of two years. Transfer occurs by touching an infected person,
and then rubbing your own eyes, nose or mouth. The infection can also spread through the air, by
coughing and sneezing.
Symptoms: symptoms are similar to a cold and can include fever, runny nose or other cold-like
symptoms. More serious symptoms include coughing, difficult and/or rapid breathing, and
wheezing. Any child with a fever over 100° and shows signs of cold or cough will be excluded
from childcare and may return with written permission of a physician.
Mumps: Onset is 14 to 26 days after exposure.
Symptoms: Pain in the cheeks, which is increased by chewing; swelling over the jaw and the front
of the ear. Do not bring child to group care until all swelling has disappeared.
Coxsackie A (Hand, Foot, Mouth Disease): Incubation period is 2 to 5 days.
Symptoms: Fever, sore throat, sores inside the mouth, and a rash that may appear on the hands,
feet, buttocks or face. This is not a disease that affects cattle. Coxsackie A is transmitted by
contact with nose and throat secretions (including sneezing and coughing) and stool. Illness can
spread during the time of the symptoms and for several weeks after. Most adults are probably
immune. Child will be excluded from Center only if he or she is too ill to participate in normal
activities. This is generally not a serious illness.
Strep Throat: Onset is 2 to 5 days after exposure.
Symptoms: Sore throat, and occasionally a rash. Child can return to Center 24-48 hours after
treatment begins.
Impetigo: Onset varies.
Symptoms: Golden, crusty sores or pimple-like spots that develop watery heads, break and form
crusted areas. Impetigo spreads rapidly if untreated. Consult your physician. Do not bring child to
group care until 24-48 hours after treatment begins.
Conjunctivitis (Pink Eye): Onset is 24 to 62 hours after exposure.
Symptoms: Irritated, tearing eyes; swollen lids; and yellow mucous discharge that makes the eyes
sticky. Very contagious if the conjunctivitis is caused by infection. Children under 5 years of age
are most susceptible. Consult your physician. Do not bring child to group care until the day after
treatment begins.
Shigella: A bacterial organism that causes diarrhea. Onset usually is 1 to 3 days after exposure.
Symptoms: Very contagious; watery or bloody diarrhea, abdominal cramps, nausea, vomiting.
Consult your physician. Physician’s written approval required before child may return to group
care.
Diarrhea: Three or more loose runny stools. Do not bring child to group care for 24 hours after
symptoms have subsided.
Pinworms: Itching of the anal area, especially at night. Child may have insomnia or nightmares
and may lose appetite. Consult physician. Observe other family members.
18
Ringworm: Onset varies.
Symptoms: Bald, oval shapes on the scalp; grayish scales, broken hair, itching. Do not bring child
to group care until 24 hours after treatment. Be cautious of sharing items that come in contact
with the head.
Lice: For 2 weeks after exposure, observe child’s hair and scalp at neckline and around ears for
eggs or nits that stick slightly to hair shafts. Child may complain of an itchy head. Consult physician
or pharmacist for treatment. Do not bring child to group care until 24 hours after treatment
begins. Carefully check other family members for eggs or nits.
PREVENTION
Immunizations:
The Early Learning Center requires proof of current immunizations before children are allowed to
attend childcare. Pertinent information regarding children’s health history is required and kept in
the ELC office. A child’s record of immunizations must be included in this information.
The only children who can be admitted into the secured classroom without proof of up-to-date
immunizations are those whose parents supply signed statements that:
 They oppose immunizations on religious, philosophical, or personal grounds.
 The immunizations are not medically safe or necessary for their child. The child’s physician
must describe the medical reason and sign a statement advising against immunizations.
 Child has laboratory evidence of immunity to measles/mumps/rubella.
 Parents provide documentation from child’s physician they are in the process of getting all
the required immunizations.
NOTE: Children who are not immunized for medical, personal, or religious reasons will be excluded
from childcare if there is an outbreak of a vaccine-preventable disease that they have not been
immunized against.
Washington State Department of Health Required Immunization schedules are displayed in the ELC
office and on the information bulletin board near the secured classroom entry door. A take-home
copy is available upon request.
Health Check-Ups:
The Early Learning Center encourages parents to make every effort to schedule regular health
check-ups for their children. Health check-ups should occur by age, every few months for infants,
less often for older children. Health Care Professionals can help in the early identification of
developmental delays and illness.
Convenient and affordable health care options in the Longview community are:
 Cowlitz County Health Dept. 1952 9th Ave. Longview, WA (360) 414-5599
 Family Health Center Medical Clinic 1057 12th Ave. Longview, WA (360) 636-3892
19
 Contact Peace Health Medical Group 1615 Delaware Longview, WA (360) 414-2000 for
more options.
Hand Washing:
Germs are on things we touch and then get on our hands. Hands provide germs with a warm,
moist place to grow. Unwashed hands can spread germs to everything touched, including eyes,
nose and mouth.
The Early Learning Center requires frequent hand washing by staff and children and believes it to
be the single best protection centers have against the spread of germs. The most important times
staff and children wash their hands:
 After using the toilet.
 Before handling or eating food.
 After covering a cough or sneeze or blowing the nose.
 After contact with a sick child.
 After playing outside.
 After handling an animal.
A staff member is available to see that children wash their hands properly (at least 20 seconds),
and to assist children who need help. In addition to hand washing, the children are shown how to
cough, sneeze and blow their noses correctly:
 Keep a tissue handy. Staff member assisting the child is required to wear disposable gloves.
 Turn head away from others and toward the floor before coughing, sneezing, or blowing the
nose.
 If a sneeze or cough happens before the above measure can be taken, children are directed
to cover their mouths with their hands, then wash their hands immediately.
 Throw away used tissues. Tissues are not reused or shared.
 Wash hands afterwards to reduce the spread of germs.
Cleaning and Sanitizing:
The Early Learning teaching staff maintains sanitary conditions by disinfecting surfaces and
equipment daily in the Center. Bleach solution formulas are used for disinfecting. Childcare
Licensing requirements are strictly followed when cleaning and disinfecting large environmental
surfaces, toys, dishes, bottles and nipples, etc.
Children’s bedding, blankets, and pillows, soiled clothing and cleaning rags are washed daily in hot
water with detergent and bleach. Campus Services custodial team cleans and disinfects classroom
bathrooms and floors daily, and carpets, and walls quarterly, or more frequently, if needed.
Personal Care Items:
Children are discouraged from sharing hats, combs, hairbrushes, or hair ornaments.
MEDICATION MANAGEMENT
 Medication is accepted only in its original container, labeled with child’s name.
 Medication is not accepted if it is expired.
20
 Medication is given only with prior written consent of a child’s parent/legal guardian. This
consent on the medication authorization form includes all of the following (completed by
parent/guardian):
 Child’s name
 Name of the medication
 Reason for the medication
 Dosage
 Method of administration
 Frequency (cannot be given “as needed”; consent must specify time at which and/or
symptoms for which medication should be given)
 Duration (start and stop dates)
 Special storage requirements
 Any possible side effects (from package insert or pharmacist's written information)
 Any special instructions
Parent /Guardian Consent
1. A parent/legal guardian may provide the sole consent for a medication, (without the consent of
a health care provider), if and only if the medication meets all of the following criteria:
 The medication is over-the-counter and is one of the following:
 Antihistamine
 Non-aspirin fever reducer/pain reliever
 Non-narcotic cough suppressant
 Decongestant
 Ointment or lotion intended specifically to relieve itching or dry skin
 Diaper ointment or non-talc powder intended for use in diaper area
 Sunscreen for children over 6 months of age; and
 The medication has instructions and dosage recommendations for the child’s age and
weight; and
 The medication duration, dosage, amount, and frequency specified on consent do not
exceed label recommendations.
2. Written consent for medications covers only the course of illness or specific episode (of
teething, etc.).
3. Written consent for sunscreen is valid up to 6 months.
4. Written consent for diaper ointment is valid up to 6 months.
Please note: As with all medications, label directions must be followed. Most diaper ointment
labels indicate that rashes that are not resolved, or reoccur, within 5-7 days should be
evaluated by a health care provider
Health Care Provider Consent
1. The written consent of a health care provider with prescriptive authority is required for
prescription medications and all over-the-counter medications that do not meet the above
21
criteria (including vitamins, iron, supplements, oral re-hydration solutions, fluoride, herbal
remedies, and teething gels and tablets).
2. Medication is added to a child’s food or liquid only with the written consent of health care
provider.
3. A licensed health care provider’s consent is accepted in one of 3 ways:
 The provider’s name is on the original pharmacist’s label (along with the child’s name, name
of the medication, dosage, frequency [cannot be given “as needed”], duration, and
expiration date); or
 The provider signs a note or prescription that includes the information required on the
pharmacist’s label; or
 The provider signs a completed medication authorization form.
Parent/guardian instructions are required to be consistent with any prescription or instructions
from health care provider.
Medication Storage
1. Medication is stored in a locked box in the cabinet above the sink or above the changing table.
It is:
 Inaccessible to children
 Separate from staff medication
 Protected from sources of contamination
 Away from heat, light, and sources of moisture
 At temperature specified on the label (i.e., at room temperature or refrigerated)
 So that internal (oral) and external (topical) medications are separated
 Separate from food
 In a sanitary and orderly manner
2. Rescue medication (e.g., EpiPen® or inhaler) is stored: stored in a locked box in the cabinet
above the sink or above the changing table.
3. Controlled substances (e.g., ADHD medication) are stored in a locked container stored in a
locked box in the cabinet above the sink or above the changing table. Controlled substances
are counted and tracked with a controlled substance form.
4. Medications no longer being used are promptly returned to parents/guardians, discarded in
trash inaccessible to children, or in accordance with current hazardous waste
recommendations. (Medications are not disposed of in sink or toilet.)
5. Staff medication is stored in room 117 (teacher’s office), out of reach of children. Staff
medication is clearly labeled as such.
Emergency supply of critical medications
22
For children’s critical medications, including those taken at home, we ask for a 3-day supply to be
stored on site along with our disaster supplies. Staff is also encouraged to supply the same. Critical
medications – to be used only in an emergency when a child has not be picked up by a parent,
guardian, or emergency contact – are stored in a locked box in the cabinet above the sink or above
the changing table. Medication is kept current (not expired).
Staff Administration and Documentation
1. Medication is administered by lead teaching staff.
2. Staff members who administer medication to children are trained in medication procedure and
center policy by Michaela Jackson. A record of the training is kept in staff files.
3. The parent/guardian of each child requiring medication involving special procedures (e.g.,
nebulizer, inhaler, EpiPen®) trains staff on those procedures. A record of trained staff is
maintained on/with the medication authorization form.
4. Staff giving medication documents the time, date, and dosage of the medication given on the
child’s medication authorization form. Each staff member signs her/his initials each time a
medication is given and her/his full signature once at the bottom of the page.
5. Any observed side effects are documented by staff on the child’s medication authorization form
and reported to parent/guardian. Notification is documented.
6. If a medication is not given, a written explanation is provided on authorization form.
7. Outdated medication authorization forms are promptly removed from medication
binder/clipboard and placed in child’s file.
8. All information related to medication authorization and documentation is considered
confidential and is stored out of general view.
Medication Administration Procedure
The following procedure is followed each time a medication is administered:
1. Wash hands before preparing medications.
2. Carefully read all relevant instructions, including labels on medications, noting:
 Child’s name
 Name of the medication
 Reason for the medication
 Dosage
 Method of administration
 Frequency
 Duration (start and stop dates)
 Any possible side effects
23
 Any special instructions
Information on the label must be consistent with the individual medication form.
3. Prepare medication on a clean surface away from diapering or toileting areas.




Do not add medication to child’s bottle/cup or food without health care provider’s written
consent.
For liquid medications, use clean medication spoons, syringes, droppers, or medicine cups
with measurements provided by the parent/guardian (not table service spoons).
For capsules/pills, measure medication into a paper cup.
For bulk medication*, dispense in a sanitary manner.
4. Administer medication.
5. Wash hands after administering medication.
6. Observe the child for side effects of medication and document on the child’s medication
authorization form.
*We use the following bulk medication: sunscreen. A medication authorization form is
completed for each child receiving bulk medication.
Self-Administration by Child
A school-aged child is allowed to administer his/her own medication when the above requirements
are met and:
1. A written statement from the child's health care provider and parent/legal guardian is
obtained, indicating the child is capable of self-medication without assistance.
2. The child's medications and supplies are inaccessible to other children.
3. Staff supervises and documents each self-administration.
MEDICAL EMERGENCIES
Life Threatening Emergencies
A serious medical emergency exists for anyone having the following conditions:
 Difficulty breathing
 Shock due to excessive bleeding, severe pain, insulin reaction
 Unconsciousness
The appropriate steps we follow are:
1. Call Medical Emergency (phone 9-911)
2. Give appropriate First Aid as needed according to Emergency Care Basic Life
Support manual.
24
3. Notify parent immediately. Parent class schedules are located in each child’s
classroom file and in the ELC office.
4. Center staff person or designated person from Registrar’s office will locate parent on
campus.
5. If parent cannot be located, ELC Director, Program Coordinator or Lead Teacher will
accompany the child in the emergency vehicle. Child’s signed parental permission
for emergency treatment and child’s health records will be transported with child.
6. Notify the Department of Health and Social Services Child Care Licensor.
7. Send a copy of Injury/Incident Report to Child Care Licensor.
Minor Emergencies
Staff trained in First Aid will take appropriate steps and refer to Emergency Care Basic Life Support
manual as needed. Staff person will record incident noting date, time, place, where and how injury
occurred.
All incidents are reported to parent(s) and require a parent’s signature. Parent will receive the
incident report original and a copy will be kept in the child’s classroom file.
Documentation
The Lead Teacher will complete an Injury/Incident Report which includes: child’s name, date and
time and location of incident, nature and circumstance of emergency, what First Aid or other
treatment were administered, notification of parent or authorized person, and names of witnesses.
Parent, Lead Teacher and or Early Learning Center Director will sign and date report.
Serious injury / hospitalization will be reported to the Department of Early Learning Child Care
Licensing Specialist (360) 501-2645.
Emergency information on each child is filed under the parent’s last name in the ELC office. Each
child’s information includes the parents’ names and how to locate them, name of an alternative
adult for decision making in acute situations, the name, address, and telephone number of the
child’s physician, and any unusual conditions pertaining to the child: diabetes, epilepsy, allergies,
asthma, etc. Parent must sign the Consent for Emergency Treatment form.
Emergency Facility
St. John Medical Center Peace Health, located at 1615 Delaware Street, Longview, is the
Longview/Kelso emergency treatment center. Main switchboard number is (360) 414-2000 and
Emergency Treatment number is (360) 636-4818.
Health & Safety Policies and Procedures
The Early Learning Center’s Health & Safety Procedures and Disaster Preparedness Plan are posted
in the ELC Room 117 and on the bulletin board by the secured classroom entrance. In addition,
each classroom has copies of the Center’s safety and disaster procedures. These manuals explain
in depth the safety measures the Early Learning Center has in place in the event of an emergency.
Copies are available in the Early Learning Center office for parents to check-out and review.
25
INFANTS AND TODDLERS
The Early Learning Center infant/toddler policies are scrutinized in order to comply with Statelicensing criteria and to meet NAEYC’s early care and learning high standards. In addition, policies
are reviewed when research based practices are validated by recognized and leading authorities in
the field of Early Childhood Education.
Safe Sleeping Policy
In order to give babies the very best care, the Early Learning Center makes it a rule that every child
under one year old is always placed for sleep on his/her back. Creating this policy on infant sleep
position gives our staff a way to let families know about this rule.
The following rules are researched and developed by the American Academy of Pediatrics:

Infants under 12 months of age shall be placed on their backs on a firm tight-fitting mattress
for sleep in a crib.

Waterbeds, sofas, soft mattresses, are prohibited as infant sleeping surfaces.

All pillows, quilts, comforters, sheepskins, stuffed toys, and other soft products shall be
removed from the crib.

If a blanket is used, the infant shall be place at the foot of the crib with a lightweight blanket
tucked around the crib mattress, reaching only as far as the infant’s chest.

Infants will not be exposed to smoke of any type .

Infants will have their own cribs, or the bedding will be changed if used by another child.

The infant’s head shall remain uncovered during sleep.

Unless the child has a note from a
physician specifying otherwise, infants
shall be placed in a back lying position for
sleeping lower the risks of Sudden Infant
Death Syndrome (SIDS). An alternative
sleep position may require an individual
health plan.

When infants can easily turn over from the back to the front position, they shall be put
down to sleep on their back, but allowed to adopt whatever position they prefer to sleep.
In addition to these procedures, the Early Learning Center requires up-to-date immunizations and
regularly scheduled well baby check-ups.
26
For information regarding SIDS and additional infant safe sleeping habits, visit the National
Resource Center for Health and Safety in Child Care web site:
http://nrc.uchsc.edu/Spinoff/SIDS.html
Diapering
The Early Learning staff use diaper changing as a time for relaxed, one-on-one interaction with
children. Children are handled gently as the caregiver cleans and diapers them. The child is talked
to constantly in gentle, soothing tones. Each child receives lots of eye contact and smiles.
Children’s diapers are checked every hour or sooner if needed. Every effort is made to keep
children clean, dry and healthy.
The diaper changing area is strictly monitored for cleanliness. Each classroom’s diaper changing
area is laid out so that the teachers can immediately seal all soiled items in moisture proof, hands
free covered containers. Care givers wash their hands thoroughly before and after each diaper
change. Because of infant care separation requirements, the diaper changing areas and sinks are
located in the same room where infant care is given. This best practice is observed for toddlers as
well.
During the diapering process, care givers attend to the comfort and safety needs of the child. For
the child’s comfort a moisture proof pad covers the hard changing surface. For safety purposes,
the changing areas have a railing around the pad to keep the pad from slipping out of position. The
care giver remains with the child until the diapering process is completed.
The changing surfaces are sanitized after each use by spraying the surface with a bleach solution.
The solution is allowed to sit on the changing surfaces for one minute, and then surfaces are wiped
dry. Each classroom’s bleach solutions are labeled and changed daily.
Covered containers in the infant and toddlers classrooms for disposable soiled items, such as baby
wipes, disposable diapers, plastic gloves, paper towels, etc., are located next to the diaper changing
area. Each container is sanitized each time it is emptied and lined with a fresh plastic liner.
Diaper changing procedures are posted in the infant and toddlers classrooms and Center staff
follows the steps as described. Diaper changes are charted, as well as all the children’s routine
during the day; sleep schedule and feeding times. The staff believes this is important information
for parents to help them know more about their child and their day.
Diapering Supplies
The Early Learning Center does not use a diaper service and requires parents to provide their
children’s diapering supplies.
Parents supply disposable diapers, pull-ups, plastic pants, diaper ointments and powders, and baby
wipes. Diaper ointments and powders qualify as nonprescription medications. These medications
will be administered only when the Nonprescription Medication Parent Authorization Form is
completed and signed.
27
If an allergy to disposable diapers is indicated, the parent is required to provide reusable diapers.
Because the risk of spreading germs is too great, reusable diapers are individually bagged and
placed without rinsing into a separate, cleanable, covered container equipped with a waterproof
liner and returned to the parent for laundering.
Soiled clothing and soiled diapers are kept in separate containers.
Toilet Learning
Toilet learning is indicated when the child demonstrates readiness. Mentor Teachers consult with
parents to develop strategies that are helpful at home and the Center. Toilet learning is a patient
affair.
Toilet training starts long before children actually go to the bathroom in the toilet or potty chair for
the first time. Every hour the teachers or caregivers ask the children if anyone needs to go to the
bathroom. The children’s responses are honored. If a child says, “NO,” then no is the accepted
answer. The children are allowed to examine the toilet to see how it works. Children are allowed
to practice sitting on the toilet to see how it feels and relieve any fears they might have. All
bathroom fixtures in the Early Learning Center are child-sized. Each bathroom is equipped with a
half-door and is well lighted.
Children are praised when they have a successful “event,” and are not criticized if nothing happens.
Staff does not insist the child sit longer. Teachers help wipe children after they use the toilet and
then disinfect the toilet seat. Children and assisting teachers wash their hands with warm water
and soap after using the toilet.
To assist children during the transition from diapers to regular underwear, we require parents to
provide plastic pants, pull-ups or training pants. It is also important children wear clothes they can
pull up and down by themselves. This gives them a feeling of autonomy and encourages
independence, while making it physically possible for them to successfully use the toilet.
Accidents do happen! Although, the Center has extra clothing on hand for children who wet or soil
their clothes, we require parents to provide extra clothing for their children. We find children are
more comfortable in their own clothes and are able to recover from the toileting accident better if
they wear familiar clothing.
Feeding
The Early Learning Center Lead Teachers consult with parents regarding their infants feeding
schedules. Babies generally let us know when they are hungry and when they are full. We believe
that it is better to follow babies’ cues for starting and ending feeding than to put them on a strict
schedule. The Lead Teacher maintains a daily journal and records each baby’s eating, sleeping, and
playing times. Their moods, areas of interest and supply needs are also monitored. Copies of the
daily journal are available to parents.
Mothers who wish to continue to breast feed their babies at the Early Learning Center are
encouraged to do so. The Center’s staff cooperates with each mother as much as possible so the
28
child’s eating and sleeping schedules coincide with work and/or class schedules. A comfortable and
private space is available for nursing mothers when they come to feed their babies.
When feeding infants, Center personnel hold infants to prevent choking. Bottles are never
propped. While babies enjoy close contact and like to see the holder’s eyes and face, close contact
also establishes nonverbal communication between infant and care provider.
To prevent tooth decay, a bottle is not given to a reclining child unless the bottle contains only
water. We offer juice only from a cup, and take the bottle from the child when the child finishes
eating.
We place infants who can sit in high chairs or at an appropriate-sized table and chairs for feeding.
Staff always sits facing the child during the feeding.
As older infant and toddlers become more independent in feeding, we continue making eating a
positive time for interaction and development. The children in the Early Learning Center are
provided nutritious foods and age-appropriate meal times. It is at this stage that self-help skills are
introduced during meals.
When children are old enough to sit upright and hold a bottle, we may use a high chair, infant seat
and/or feeding table. Toddlers need sturdy toddler-sized chairs and low tables that allow their feet
to touch the floor.
Feeding time is a social and learning experience. Older infants and toddlers are encouraged to
touch and explore eating utensils and food and to experiment with eating. We know that manners
and tidiness will come later!
Starting Solid Foods
For most babies, breast milk or formula is the best sources of nutrients throughout the first year of
life. However, at four or five months of age, most babies are learning to munch and are becoming
interested in semi-solid foods. Mentor Teachers will ask parents what foods they are starting at
home so they can follow that feeding plan at the Center.
We encourage parents to discuss any eating or feeding concerns with the Mentor Teacher. The
Center staff welcomes the opportunity to support every child’s nutritional and developmental
needs.
Nutritional Needs
Developmental Stage/Age of Infant
(a) Under 4 months of age
(b) When baby can: (at about 4-6 months):
 Sit with support
 Hold head steady
 Close lips over the spoon
Type of Feeding
We serve only formula or breast milk unless
parent provides a written order from the child’s
health care provider.
 We serve only formula or breast milk
unless parent provides a written order
from the child’s health care provider.
 Begin iron fortified baby cereal and plain
29

Keep food in mouth and swallow it
(c) When baby can: (at about 6-8 months )
 Sit without support
 Begin to chew
 Sip from a cup with help
 Grasp and hold onto things

(d) When baby can: (at 8-10 months)
 Take a bite of food
 Pick up finger foods and get them into
the mouth.
 Begin to hold a cup while sipping from it.









(e) When baby can: (10-12 months)
 Finger feed
 Chew and swallow soft, mashed and
chopped foods
 Start to hold and use a spoon
 Drink from a cup

(f) When a baby can eat a variety of foods from
all food groups without signs of allergic
reaction.





pureed fruits and vegetables upon
consultation with parents.
We serve only formula or breast milk
unless parent provides a written order
from the child’s health care provider.
Start small amounts of juice or water in a
cup.
Let baby begin to feed self.
Start semi-solid foods such as cottage
cheese, mashed soft vegetables or fruits.
We serve only formula or breast milk
unless parent provides a written order
from the child’s health care provider.
Small pieces of cheese, chicken, turkey,
fish or ground meat.
Small pieces of soft cooked vegetables,
peeled fruits.
Toasted bread squares, unsalted crackers
or pieces of soft tortilla.
Cooked plain rice or noodles.
Only formula, breast milk, juice or water in
the cup.
We serve only formula or breast milk
unless parent provides a written order
from the child’s health care provider.
Begin offering small sized, cooked foods.
Variety of whole grain cereals, bread and
crackers, tortillas.
Cooked soft meats, mashed legumes,
cooked egg yolks, soft casseroles.
Fruit pieces and cooked vegetables,
yogurt, cheese slices.
We will offer small amounts of formula,
breast milk or water in the cup during
meals.
Safe Bottle Preparation
Center staff practices these steps when preparing infant bottles:



Hands are washed before bottles are prepared and filled.
A food preparation sink, not the hand washing sink, is used when preparing bottles.
Bottles are not heated in a microwave or allowed to warm at room temperature for more
than an hour.
30

Bottles are warmed under running water or placed in a container of water that is not
warmer than 120 degrees Fahrenheit.
Bottles and nipples are cleaned and sanitized by washing in the Center’s commercial
dishwasher/sanitizer.
Infant Formula and Food Storage
To store bottles, formula or infant food, the Early Learning Center staff:
 Labels all bottles with the infant’s full name and the date the bottle was filled to be sure the
correct formula or breast milk is given to each infant.
 Stores bottles and unserved, leftover infant food in classroom refrigerator.
 Discards the contents of any bottle not fully consume within one hour. Bottles that have
been used are not put back in the refrigerator.
 Throws away or returns to the parent any unused bottle contents within twelve hours of
preparing or arriving at the Center.
 Will not serve infant formula past the expiration date on the manufacturer’s container.
 Keeps bottle nipples covered when not in use to reduce risk of cross contamination and
exposure.
Parents are responsible for supplying their infant’s food. When bringing powdered or liquid
formula to the Center we require the cans to be unopened.
Breast Milk Storage
If a nursing mother sends breast milk for her baby, the Early Learning Center requires it to be
labeled with the child’s name and the date it was brought into the Center, and refrigerated.
Breast milk may be kept frozen in the Early Learning Center if it is:
 for no more than two weeks, is
 stored at 10 degrees Fahrenheit or less, and is
 thawed in the refrigerator, under warm running water or in a pan of warm water.
If more than one container of frozen breast milk is stored for a child we use the oldest one first.
EARLY ACHIEVERS
The Early Learning Center is participating in Early Achievers, Washington’s quality rating and
improvement system (QRIS) administered by the Department of Early Learning. As an Early
Achievers participant, we are demonstrating our commitment to offering high- quality child care
and promoting school readiness.
You might be wondering – what is a QRIS? A QRIS is a process for supporting and rewarding child
care providers for providing high-quality care. More than 25 states have a statewide QRIS and
Washington began implementing our system July 2012. Similar to a hotel rating, participating child
care facilities are assigned a rating based on observed quality. The Early Achievers quality
standards look at what we know is good for children and will help them get ready for school –
things like our activities and curriculum, how we work with families, and how we interact with
31
children. As a participant, we will get resources to help our program including coaching, training,
and scholarships.
BITING POLICY
We want to insure that every child is safe while in our care. Our Center provides an environment
that encourages and promotes cooperative interaction, respect for others, and non-aggressive
problem solving between the children. Biting is a normal stage of development for young children
who are teething and are still developing their language skills. It is usually a temporary condition
that is most common between thirteen and twenty-four months of age. This means that is a
particular concern for the staff in the Wobbler and Young 2’s classrooms.
For safety and health concerns, we take biting seriously. When it happens, it is very scary,
frustrating, and stressful for children, parents and teachers. It is also not something to blame on
children, parents, or teachers, and there are no quick and easy solutions to it. Children bite for a
variety of reasons: simple sensory exploration, panic, crowding, seeking to be noticed, or intense
desire for a toy. Repeated biting becomes a pattern of learned behavior that is often hard to
extinguish because it does achieve results: the desired toy, excitement, attention. Knowing that
the effect of their biting will hurt another person is not yet a part of child of this ages’ mindset, so
the “cause-effect” relationship is not internalized. Our teachers plan activities and supervise
carefully in order for biting not to happen. There are times, however, when everyone cannot be
within immediate reach to prevent a bite.
Center Action Plan:
 The biter is immediately removed from the situation. The bitten child is consoled and the
bitten area washed with soap and water. If necessary, ice is applied to reduce any swelling
or bruising.
 The biter is redirected to another area of the classroom. A staff member talks with the child
and stays with him or her until he or she becomes involved in a new activity.
 A written incident report is given to the parents of all children involved when they are
picked up that day. The name of the biting child is not released because it serves no useful
purpose and can make an already difficult situation more difficult.
 We look intensively at the context of each biting incident for pattern, in an effort to prevent
further biting behavior.
 We work with each biting child on resolving conflict or frustration in an appropriate
manner. While the biting child is learning self-regulation skills, it may be necessary for a
staff member to “shadow” the child and provide one-on-one guidance.
 We try to adapt the environment and work with parents to reduce any child stress.
 We make special efforts to protect potential victims.
We try to make every effort to extinguish the behavior quickly and to balance our commitment to
the family of the biting child to that of other families. Only when we feel we have made every
effort to make the program work for the biting child do we consider asking a family to withdraw
the child.
PESTICIDE POLICY
32
The Early Learning Center’s pesticide policy is designed to:
1. protect the health of children,
2. meet the requirements of RCW 17.21.415,
3. follow The Compliance Guide for the Use of Pesticides published by the Washington State
Department of Agriculture.
Keeping the Early Learning Center safe and healthy for children, staff and visitors includes the way
we handle pests and weeds. We are dedicated to using the least amount of chemicals, and in most
cases, rely on non-chemical controls such as good classroom housekeeping and the acceptance of
weeds in lawns in our program in order to provide the healthiest environment possible for our
children.
If we must spray, we typically spray during the winter, spring or summer breaks when children are
absent. If something needs more immediate attention, we may schedule treatment for a weekend,
allowing at least 48 hours before students return to the building. Notice is posted at the entry
during this time. It is highly unlikely that we would ever spray less than 48 hours before students
are in the Center.
33
Health & Safety Disaster Preparedness
Plan
34
Child Care Center
HEALTH POLICY
Child Care Center Name: LCC Early Learning Center
Director: Michaela Jackson
Program Coordinator: Laura Sampson
Street: 1720 20th Ave.
City, State, & Zip: Longview, WA 98632
Telephone: 360-442-2890
Cross Street: Olympia Way
Email: mjackson@lcc.ctc.edu Website: lowercolumbia.edu
Hours of operation: Monday-Friday 7:15-5:45
Ages served: 4 weeks-6 years
Emergency telephone numbers:
Fire/Police/Ambulance: 911
C.P.S.: 1-800-609-8764
Poison Center: 1-800-222-1222
Animal Control: 360-577-0151
Other important telephone numbers:
Public Health Nurse Consultant: Beatriz Rush
phone: 360-414-5599 X6448
Public Health Nutrition Consultant: Katelyn Joseph phone: 360-414-5599
DEL Licensor: Irene Higgins
phone: 360-501-2645
Infant Room Nurse Consultant: Jeanne Hamer
phone: 360-442-2863
Communicable Disease/Immunization Hotline (Recorded Information): (206) 296-4949
Communicable Disease Report Line: (206) 296-4774
35
TABLE OF CONTENTS
PURPOSE AND USE OF HEALTH POLICY (p. 37)
PROCEDURES FOR INJURIES AND MEDICAL EMERGENCIES (p. 37)
FIRST AID (p. 38)
BODY FLUID CONTACT OR EXPOSURE (p. 39)
INJURY PREVENTION (p. 40)
POLICY AND PROCEDURE FOR EXCLUDING ILL CHILDREN (p. 40)
COMMUNICABLE DISEASE REPORTING (p. 42)
IMMUNIZATIONS (p. 43)
MEDICATION MANAGEMENT (p. 43)
HEALTH RECORDS (p. 47)
CHILDREN WITH SPECIAL NEEDS (p. 48)
HANDWASHING (p. 49)
CLEANING, SANITIZING, AND LAUNDERING (p. 50)
SOCIAL-EMOTIONAL-DEVELOPMENTAL CARE (p. 53)
INFANT CARE (p. 54)
INFANT BOTTLE FEEDING (p. 56)
INFANT AND TODDLER SOLID FOODS (p. 59)
TODDLER AND PRE-SCHOOL NAPPING (p. 59)
DIAPERING (p. 60)
TOILET TRAINING (p. 61)
FOOD SERVICE (p. 62)
PHYSICAL ACTIVITY AND “SCREEN” TIME (p. 66)
DISASTER PREPAREDNESS (p. 67)
STAFF HEALTH (p. 68)
CHILD ABUSE AND NEGLECT (p. 69)
ANIMALS ON SITE (p. 69)
NO SMOKING POLICY (p. 69)
DISASTER PLAN (p. 71)
36
PURPOSE AND USE OF HEALTH POLICY
This health policy is a description of our health and safety practices.
Our policy was prepared by Michaela Jackson.
Staff will be oriented to our health policy by Michaela Jackson & Laura Sampson,
August 31, 2015. Staff signatures can be found on the back cover of this publication.
Our policy is accessible to staff and parents and is located in each classroom and on our Health and
Safety bulletin board in the main entry.
Please note: Changes to health policy must be approved by a health professional (as per WAC).
This health policy does not replace these additional policies required by WAC:
1. Pesticide Policy
2. Blood borne Pathogen Policy
3. Behavior Policy
4. Disaster Policy
5. Animal Policy and/or Fish Policy (if applicable)
PROCEDURES FOR INJURIES AND MEDICAL EMERGENCIES
1. Child is assessed and appropriate supplies are obtained.
2. If further information is needed, staff trained in first aid will refer to the First Aid Guide located
in every first aid kit.
3. First aid is administered. Non-porous gloves (nitrile, vinyl or latex*) are used if blood is present.
If injury/medical emergency is life-threatening, one staff person stays with the injured/ill child
and administers appropriate first aid, while another staff person calls 911. If only one staff
member is present, person assesses for breathing and circulation, administers CPR for one
minute if necessary, and then calls 911.
4. Staff call parent/guardian or designated emergency contact if necessary. For major
injuries/medical emergencies, a staff person stays with the injured/ill child until a
parent/guardian or emergency contact arrives, including during transport to a hospital.
5. Staff record the injury/medical emergency on an “Accident/Incident Report” form.
37
The report includes:
 Date, time, place and cause of the injury/medical emergency (if known),
 Treatment provided,
 Name(s) of staff providing treatment, and
 Persons contacted.
A copy is given to the parent/guardian the same day and a copy is placed in the child’s file. For
major injuries/medical emergencies, parent/guardian signs for receipt of the report and a copy
is sent to the licensor.
6. The child care licensor is called immediately for serious injuries/incidents which require medical
attention.
7. An injury is also recorded on the Injury Log. The entry will include the child’s name, staff
involved, and a brief description of incident. We maintain confidentiality of this log.
*Please note: Use of latex gloves over time may lead to latex allergy. Latex-free gloves are
preferred. If using latex gloves, consider selecting reduced-powder or powder-free lowprotein/hypo-allergenic gloves. Hands should always be washed after gloves are removed.
FIRST AID
At least one staff person with current training in Cardio-Pulmonary Resuscitation (CPR) and First
Aid is present with each group or classroom at all times. Training includes: instruction,
demonstration of skills, and test or assessment. Documentation of staff training is kept in personnel
files.
Our first aid kits are inaccessible to children and located in each “Grab n’ Go” bag, in each
classroom, as well as in the Director’s office.
First aid kits are identified by a First Aid Sign.
Each of our first aid kits contains all of the following items:
 First aid guide
 Sterile gauze pads
(different sizes)
 Small scissors
 Adhesive tape
 Band-Aids (different
sizes)
 Tweezers for surface
splinters
 Roller bandages (gauze)
 Syrup of Ipecac
 Large triangular
bandage
 CPR mouth barrier
 Gloves (nitrile, vinyl, or
latex)
*Syrup of Ipecac is administered only after calling Poison Control 1-800-222-1222.
Our first aid kits do not contain medications, medicated wipes, or medical treatments/equipment
which would require written permission from parent/guardian or special training to administer.
Travel First Aid Kit(s)
38
A fully stocked first aid kit is taken on all field trips and playground trips and is kept in each vehicle
used to transport children. These travel first aid kits also contain:
 Liquid
soap and
paper
towels
 Water
 Chemical ice  Cell phone or walkie-  Copies of
(non-toxic)
talkies
completed
for injuries
‘consent for
emergency
treatment’ &
‘emergency
contact’ forms
All first aid kits are checked and restocked monthly or sooner if necessary. The First Aid Kit checklist
is used for documentation and is kept in each first aid kit.
BLOOD/BODY FLUID CONTACT OR EXPOSURE
Even healthy people can spread infection through direct contact with body fluids. Body fluids
include blood, urine, stool (feces), drool (saliva), vomit, drainage from sores/rashes (pus), etc. All
body fluids may be infected with contagious disease. Non-porous gloves are always used when
blood or wound drainage is present. To limit risk associated with potentially infectious blood/body
fluids, the following precautions are always taken:
1. Any open cuts or sores on children or staff are kept covered.
2. Whenever a child or staff comes into contact with any body fluids, the exposed area is washed
immediately with soap and warm water, rinsed, and dried with paper towels.
3. All surfaces in contact with body fluids are cleaned immediately with detergent and water,
rinsed, and sanitized with an agent such as bleach in the concentration used for sanitizing body
fluids (1/4 cup bleach per gallon of water or 1 tablespoon/quart).
4. Gloves and paper towels or other material used to wipe up body fluids are put in a plastic bag,
tied closed, and placed in a covered waste container. All items used to clean-up body fluids are
washed with detergent, rinsed, and soaked in a sanitizing solution of ¼ cup of bleach per gallon
of water for at least 2 minutes and air dried.
5. A child’s clothing soiled with body fluids is put into a plastic bag and sent home with the child’s
parent/guardian. A change of clothing is available for children in care, as well as for staff.
6. Hands are always washed after handling soiled laundry or equipment, and after removing
gloves.
Blood Contact or Exposure
When a staff person or child comes into contact with blood (e.g. staff provides first aid for a child
who is bleeding) or is exposed to blood (e.g. blood from one person enters the cut or mucous
membrane of another person), the staff person informs the Director immediately.
39
When staff report blood contact or exposure, we follow current guidelines set by Washington
Industrial Safety and Health Act (WISHA), as outlined in our “Blood borne Pathogen Exposure Plan”
We review the BBP Exposure Plan annually with our staff and document this review.
INJURY PREVENTION
Proper supervision is maintained at all times, both indoors and outdoors. Staff will position
themselves to observe the entire play area.
1. Staff will review their rooms and outdoor play areas daily for safety hazards and remove any
broken/damaged equipment.
Hazards include, but are not limited to:
 Security issues (unsecured doors, inadequate supervision, etc.)
 General safety hazards (broken toys & equipment, standing water, chokable
& sharp objects, etc.)
 Strangulation hazards
 Trip/fall hazards (rugs, cords, etc.)
 Poisoning hazards (plants, chemicals, etc.)
 Burn hazards (hot coffee in child-accessible areas, unanchored or too-hot
crock pots, etc.)
2. The playground is inspected daily for broken equipment, environmental hazards, garbage,
animal contamination, and required depth of cushion material under and around equipment by
lead teaching staff. It is free from entrapments, entanglements, and protrusions.
3. Toys are age appropriate, safe (lead and toxin free), and in good repair. Broken toys are
discarded. Mirrors are shatterproof.
4. Rooms with children under 3 years old are free of push pins, thumbtacks, and staples.
5. Cords from window blinds/treatments are inaccessible to children.
6. Staff does not step over gates or other barriers while carrying infants or children.
7. Hazards are reported immediately to the Director. The Director will insure that they are
removed, made inaccessible or repaired immediately to prevent injury.
8. The Injury Log is monitored monthly by the Director to identify accident trends and implement
a plan of correction.
9. Children will wear helmets when using riding equipment. Helmets will be removed prior to
other play.
10. Recalled items will be removed from the site immediately. (We routinely get updates on
recalled items and other safety hazards on the Consumer Products Safety Commission website:
www.cpsc.gov)
40
POLICY AND PROCEDURE FOR EXCLUDING ILL CHILDREN
Children with any of the following symptoms are not permitted to remain in care:
1. Fever of at least 100 º F as read under arm (axillary temp.) using a digital thermometer
accompanied by one or more of the following:

Diarrhea or vomiting

Earache

Headache

Signs of irritability or confusion

Sore throat

Rash

Fatigue that limits participation in daily activities
No rectal or ear temperatures are taken.
(Oral temperatures may be taken for preschool through school age children if single use covers
are used over the thermometer. Glass thermometers contain mercury, a toxic substance, and
are therefore not be used.)
2. Vomiting: 2 or more occasions within the past 24 hours
3. Diarrhea: 3 or more watery stools within the past 24 hours or any bloody stool
4. Rash (especially with fever or itching)
5. Eye discharge or conjunctivitis (pinkeye): until clear or until 24 hours of antibiotic treatment
6. Sick appearance, not feeling well, and/or not able to keep up with program activities
7. Open or oozing sores, unless properly covered and 24 hours has passed since starting antibiotic
treatment, if antibiotic treatment is necessary.
8. Lice or scabies:
Head lice: until no lice or nits are present.
Scabies: until after treatment
Following exclusion, children are readmitted to the program when they no longer have any of the
above symptoms and/or Public Health exclusion guidelines for child care are met.
Children with any of the above symptoms/conditions are separated from the group and cared for in
a vacant room, in room 117, in the resource room or in the ELC office. Parent/guardian or
emergency contact is notified to pick up child.
41
We notify parents and guardians when their children may have been exposed to a communicable
disease or condition (other than the common cold) and provide them with information about that
disease or condition. We notify parents and guardians of possible exposure by letter, email and/or
posting. Individual child confidentiality is maintained.
In order to keep track of contagious illnesses (other than the common cold), an Illness Log is kept.
Each entry includes the child’s name, classroom, and type of illness. We maintain confidentiality of
this log.
Staff members follow the same exclusion criteria as children.
NOTIFIABLE CONDITIONS and COMMUNICABLE DISEASE REPORTING
Licensed childcare providers in Washington are required to notify Public Health when they learn
that a child has been diagnosed with one of the communicable diseases listed below. In addition,
providers should also notify their Public Health Nurse when an unusual number of children
and/or staff are ill (for example, >10% of children in a center, or most of the children in the
toddler room), even if the disease is not on this list or has not yet been identified.
To report any of the following conditions, call Public Health CD/EPI at (206) 296-4774.
Acquired immunodeficiency syndrome(AIDS)
Animal Bites
Anthrax
Arboviral disease (for example, West Nile virus)
Botulism (foodborne, wound, and infant)
Brucellosis
Burkholder mallei and pseudomallei
Campylobacteriosis
Chancroid
Chlamydia
Cholera
Cryptosporidiosis
Cyclosporiasis
Diphtheria
Diseases of suspected bioterrorism origin
Diseases of suspected foodborne origin
Diseases of suspected waterborne origin
Domoic acid poisoning
Enterohemorrhagic E. coli, (including E. coli O157:H7
infection)
Giardiasis
Gonorrhea
Granuloma inguinale
Haemophilus influenzae invasive disease
Hantavirus pulmonary syndrome
Hemolytic uremic syndrome
Hepatitis A, acute
Hepatitis B, acute
Hepatitis B, chronic
Hepatitis C, acute, or chronic
Hepatitis, unspecified (D, E)
HIV infection
Immunization reactions, (severe, adverse)
Influenza, novel or untypable strain
Legionellosis
Leptospirosis
Lymphogranuloma venereum
Malaria
Measles
Meningococcal disease
Monkeypox
Mumps
Paralytic shellfish poisoning
Pertussis
Plague
Poliomyelitis
Prion disease
Psittacosis
Q fever
Rabies and Rabies Exposures
Rare diseases of public health significance
Relapsing fever
Rubella
Salmonellosis
SARS
Sexually Transmitted Diseases (chancroid,
gonorrhea, syphilis, genital herpes
simplex, granuloma inguinale,
lymphogranuloma venerium, Chlamydia
trachomatis)
Shigellosis
Smallpox
Tetanus
Trichinosis
Tuberculosis
Tularemia
Vaccinia transmission
Vancomyacin resistant S. Aureus
Typhus
42
Unexplained critical illness or death
Vibriosis
Viral hemorrhagic fever
43
IMMUNIZATIONS
To protect all children and staff, each child in our center has a completed and signed Certificate of
Immunization Status (CIS) on site. The official CIS form or a copy of both sides of that form is required.
(Other forms/printouts are not accepted in place of the CIS form.) The CIS form is returned to
parent/guardian when the child leaves the program.
Immunization records are reviewed quarterly until the child is fully immunized by Jeanne Hamer.
Children are required to have the following immunizations:

DTaP (Diphtheria, Tetanus, Pertussis)

IPV (Polio)

MMR (Measles, Mumps, Rubella)

Hepatitis B

HIB (Haemophilus influenzae type b) until age 5

Varicella (Chicken Pox) or Health Care Provider verification of disease

PCV (Pneumococcal bacteria) until age 5 (as of 7/1/09)
If a parent or guardian chooses to exempt their child from immunization requirements, they must
complete and sign the Certificate of Exemption Form.
If the exemption is for medical, religious, or personal/philosophical reason the child’s health care
provider (MD, DO, ND, PA, ARNP) must also sign the Certificate of Exemption form or provide a
signed letter verifying that the parent or guardian received information on the benefits and risks of
immunizations.
If the exemption is for membership in a religious body or church that does not allow medical
treatment then the parent or guardian must provide the name of this church or body. It is not
necessary to obtain a health care provider’s signature. A current list of exempted children is
maintained at all times. Children who are not immunized may not be accepted for care during an
outbreak of a vaccine-preventable disease. This is for the protection of the unimmunized child and
to reduce the spread of the disease. This determination will be made by Public Health’s
Communicable Disease and Epidemiology division.
Current immunization information and schedules are available at
http://www.doh.wa.gov/YouandYourFamily/Immunization/Children.aspx
MEDICATION MANAGEMENT POLICY
Medication is accepted only in its original container, labeled with child’s full name.
 Medication is not accepted if it is expired.
 Medication is given only with prior written consent of a child’s parent/ guardian. This consent
on the medication authorization form includes all of the following: child’s name,
44









Name of the medication,
Reason for the medication,
Dosage,
Method of administration,
Frequency (cannot be given “as needed”; consent must specify time at which and/or
symptoms for which medication should be given),
Duration (start and stop dates),
Special storage requirements,
Any possible side effects (from package insert or pharmacist's written information), and
Any special instructions.
Parent /Guardian Consent
5. A parent/guardian may provide the sole consent for a medication, (without the consent of a
health care provider), if and only if the medication meets all of the following criteria:
 The medication is over-the-counter and is one of the following:








Antihistamine
Non-aspirin fever reducer/pain reliever
Non-narcotic cough suppressant
Decongestant
Ointment or lotion intended specifically to relieve itching or dry skin
Diaper ointment or non-talc powder intended for use in diaper area
Sunscreen for children over 6 months of age;
Hand sanitizers for children over 12 months of age and
 The medication has instructions and dosage recommendations for the child’s age and
weight; and
 The medication duration, dosage, amount, and frequency specified on consent form is
consistent with label directions and does not exceed label recommendations.
6. Written consent for medications covers only the course of illness or specific “time limited”
episode.
7. Written consent for sunscreen is valid up to 6 months.
8. Written consent for diaper ointment is valid up to 6 months.
Please note: As with all medications, label directions must be followed. Most diaper
ointment labels indicate that rashes that are not resolved, or reoccur, within 5-7 days
should be evaluated by a health care provider.
Health Care Provider Consent
6. The written consent of a health care provider with prescriptive authority is required for
prescription medications and all over-the-counter medications that do not meet the above
45
criteria (including vitamins, iron, supplements, oral re-hydration solutions, fluoride, herbal
remedies, and teething gels and tablets).
7. Medication is added to a child’s food or liquid only with the written consent of health care
provider.
8. A licensed health care provider’s consent is accepted in one of 3 ways:
 The provider’s name is on the original pharmacist’s label (along with the child’s name, name
of the medication, dosage, frequency [cannot be given “as needed”], duration, and
expiration date); or
 The provider signs a note or prescription that includes the information required on the
pharmacist’s label; or
 The provider signs a completed medication authorization form.
Parent/guardian instructions are required to be consistent with any prescription or instructions
from health care provider.
Medication Storage
1. Medication is stored: in a locked box in the cabinet above the sink or above the changing table.
It is:
 Inaccessible to children
 Separate from staff medication
 Protected from sources of contamination
 Away from heat, light, and sources of moisture
 At temperature specified on the label (i.e., at room temperature or refrigerated)
 So that internal (oral) and external (topical) medications are separated
 Separate from food
 In a sanitary and orderly manner
2. Rescue medication (e.g., EpiPen® or inhaler) is stored in the “Grab n’ Go” bag or: in a locked box
in the cabinet above the sink or changing table.
3. Controlled substances (e.g., ADHD medication) are stored in a locked container. Controlled
substances are counted and tracked with a controlled substance form.
9. Medications no longer being used are promptly returned to parents/guardians, discarded in
trash inaccessible to children, or in accordance with current hazardous waste
recommendations. (Medications are not disposed of in sink or toilet.)
10. Staff medication is stored in the teacher’s office room 117, out of reach of children. Staff
medication is clearly labeled as such.
Emergency supply of critical medications
For children’s critical medications, including those taken at home, we ask for a 3-day supply to be
stored on site along with our disaster supplies. Staff are also encouraged to supply the same.
Critical medications – to be used only in an emergency when a child has not been picked up by a
46
parent, guardian, or emergency contact – are stored in a locked box above the sink or changing
table. Medication is kept current (not expired).
Staff Administration and Documentation
9. Medication is administered by staff trained in medication administration.
10. Staff members who administer medication to children are trained in medication procedure and
center policy. A record of the training is kept in staff files.
11. The parent/guardian of each child requiring medication involving special procedures (e.g.,
nebulizer, inhaler, EpiPen®) trains staff on those procedures. A record of trained staff is
maintained on/with the medication authorization form.
12. Staff giving medication documents the time, date, and dosage of the medication given on the
child’s medication authorization form. Each staff member initials each time a medication is
given and signs full signature once at the bottom of the page.
13. Any observed side effects are documented by staff on the child’s medication authorization form
and reported to parent/guardian. Notification is documented.
14. If a medication is not given, a written explanation is provided on authorization form.
15. Outdated medication authorization forms are promptly removed from the classroom and
placed in the child’s file.
16. All information related to medication authorization and documentation is considered
confidential and is stored out of general view.
Medication Administration Procedure
The following procedure is followed each time a medication is administered:
7. Wash hands before preparing medications.
8. Carefully read all relevant instructions, including labels on medications, noting:
 Child’s name,
 Name of the medication,
 Reason for the medication,
 Dosage,
 Method of administration,
 Frequency,
 Duration (start and stop dates),
 Any possible side effects, and
 Any special instructions
Information on the label must be consistent with the individual medication form.
Prepare medication on a clean surface away from diapering or toileting areas.
47



Do not add medication to child’s bottle/cup or food without health care provider’s written
consent.
For liquid medications, use clean medication spoons, syringes, droppers, or medicine cups
with measurements provided by the parent/guardian (not table service spoons).
Bulk medication is dispensed in a sanitary manner (sunscreen, diaper ointment)
9. Administer medication.
10. Wash hands after administering medication.
11. Observe the child for side effects of medication and document on the child’s medication
authorization form.
12. Document medication administration
Self-Administration by Child
A school-aged child is allowed to administer his/her own medication when the above requirements
are met and:
4. A written statement from the child's health care provider and parent/legal guardian is
obtained, indicating the child is capable of self-medication without assistance.
5. The child's medications and supplies are inaccessible to other children.
6. Staff supervises and documents each self-administration.
HEALTH RECORDS
Each child’s health record will contain:

Health, developmental, nutrition, and dental histories

Date of last physical exam

Name and phone number of health care provider and dentist

Allergy information and food intolerances

Individualized care plan for child with special health care needs (medical, physical,
developmental or behavioral)
Note: In order to provide consistent, appropriate, and safe care, a copy of the plan should
also be available in child’s classroom.

List of current medications
48

Current “Certificate of Immunization Status” (CIS) form

Consent for emergency care

Preferred hospital

Any assistive devices used (e.g., glasses, hearing aids, braces)
The above information will be updated annually or sooner for any changes.
CHILDREN WITH SPECIAL NEEDS
Our center is committed to meeting the needs of all children. This includes children with special
health care needs such as asthma and allergies, as well as children with emotional or behavior issues
or chronic illness and disability. Inclusion of children with special needs enriches the child care
experience and all staff, families, and children benefit.
1. Confidentiality is assured with all families and staff in our program.
2. All families will be treated with dignity and with respect for their individual needs and/or
differences.
3. Children with special needs will be accepted into our program under the guidelines of the
Americans with Disabilities Act (ADA).
4. Children with special needs will be given the opportunity to participate in the program to the
fullest extent possible. To accomplish this, we may consult with our public health nurse
consultant and other agencies/organizations as needed.
5. An individual plan of care is developed for each child with a special health care need. The plan
of care includes information and instructions for

Daily care

Potential emergency situations

Care during and after a disaster
Completed plans are requested from health care provider annually or more often as needed for
changes.
6. Children with special needs are not present without an individual plan of care on site.
7. All staff receive general training on working with children with special needs and updated
training on specific special needs that are encountered in their classrooms.
8. Teachers, cooks, and other staff will be oriented to any special needs or diet restrictions by the
Director.
49
HANDWASHING
Liquid soap, warm water (between 85 and 120 F), and paper towels or single-use cloth towels
are available for staff and children at all sinks, at all times.
All staff wash hands with soap and water:
(a) Upon arrival at the site and when leaving at the end of the day
(b) Before and after handling foods, cooking activities, eating or serving food
(c) After toileting self or children
(d) Before, during (with wet wipe - this step only), and after diaper changing
(e) After handling or coming in contact with body fluids such as mucus, blood, saliva, or
urine
(f) Before and after giving medication
(g) After attending to an ill child
(h) After smoking
(i) After being outdoors
(j) After feeding, cleaning, or touching pets/animals
(k) After giving first aid
Children are assisted or supervised in hand washing:
(a) Upon arrival at the site and when leaving at the end of the day
(b) Before and after meals and snacks or cooking activities (in hand washing, not in food
prep sink)
(c) After toileting or diapering
(d) After handling or coming in contact with body fluids such as mucus, blood, saliva or
urine
(e) After outdoor play
(f) After touching animals
(g) Before and after water table play
Hand washing Procedure
The following hand washing procedure is followed:
50
1. Turn on water and adjust temperature.
2. Wet hands and apply a liberal amount of liquid soap.
3. Rub hands in a wringing motion from wrists to fingertips for a period of not less than 20
seconds.
4. Rinse hands thoroughly.
5. Dry hands using an individual paper towel.
6. Use hand-drying towel to turn off water faucet(s) and open any door knob/latch before
discarding.
7. Apply lotion, if desired, to protect the integrity of skin.
Hand washing procedures are posted at each sink used for hand washing.
CLEANING, SANITIZING, AND LAUNDERING
Cleaning, rinsing, and sanitizing are required on most surfaces in child care facilities, including
tables, counters, toys, diaper changing areas, etc. This 3-step method helps maintain a more
sanitary child care environment and healthier children and staff.
1. Cleaning removes a large portion of germs, along with organic materials - food, saliva, dirt,
etc. – which decrease the effectiveness of sanitizers.
2. Rinsing further removes the above, along with any excess detergent/soap.
3. Sanitizing kills the vast majority of remaining germs.
Storage
Our cleaning and sanitizing supplies are stored in a safe manner in the laundry room.
All such chemicals are:
1. Inaccessible to children,
2. In their original container,
3. Separate from food and food areas (not above food areas),
4. In a place which is ventilated to the outside,
5. Kept apart from other incompatible chemicals
(e.g., bleach and ammonia create a toxic gas when mixed), and in a secured cabinet, to
avoid a potential chemical spill in an earthquake
Cleaning
Spray with a dilution of a few drops of liquid dish detergent and water, then wipe surface with a
paper towel.
Rinsing
Spray with clear water and wipe with a paper towel.
Sanitizing
51
Spray with a dilution of bleach and water (see table), leave on surface for a minimum of 2-minutes
or allow to air dry.
Bleach solutions are prepared and used as outlined below:
Solution for sanitizing in
classrooms:
Amount of Bleach
Amount of Water
Contact Time
General areas and body
fluids
1 tablespoon
1 quart
2 minutes
¼ cup
1 gallon
Diapering areas and
bathrooms
1 tablespoon
1 quart
¼ cup
1 gallon
Amount of Bleach
Amount of Water
Contact Time
¼ teaspoon
1 quart
2 minutes
1 teaspoon
1 gallon
Solution for sanitizing in
kitchen:
Kitchen and
dishes/utensils
2 minutes
To avoid cross-contamination, 2 sets of bottles are used in the classroom: one set for general areas
(including tables) and one set for diaper changing/bathrooms.
• Bleach solution is applied to surfaces that have been cleaned and rinsed.
• Bleach solution is allowed to remain on surface for at least 2 minutes or air dry.
• Bleach solutions are made up daily by the infant room opener, using measuring equipment.
For those staff handling full-strength bleach, we supply protective gear, including gloves and
eye protection, as per manufacturer’s instructions in accordance with WISHA.
• Bleach solutions are prepared in the laundry room
Cleaning and Sanitizing Specific Areas and Items
Bathrooms
 Sinks and counters are cleaned, rinsed, and sanitized daily or more often if necessary.
 Toilets are cleaned, rinsed, and sanitized daily or more often if necessary. Toilet seats are
monitored and kept sanitary throughout the day.
Cribs, cots, and mats
 Cribs, cots, and mats are washed, rinsed, and sanitized weekly, before use by a different
child, after a child has been ill, and as needed.
Door handles
52

Door handles are cleaned, rinsed, and sanitized daily, or more often when children or staff
members are ill.
Drinking Fountains
 Any drinking fountains are cleaned, rinsed, and sanitized daily or as needed.
Floors
 Solid-surface floors are swept, washed, rinsed, and sanitized daily. Sanitizer is not used
when children are present.
 Carpets and rugs in all areas are vacuumed daily and professionally steam-cleaned every 3
months (every 1 month in infant room) or as necessary. Carpets are not vacuumed when
children are present (due to noise and dust).
Furniture
 Upholstered furniture is vacuumed daily and professionally steam-cleaned every six months
or as necessary.
 Painted furniture is kept free of paint chips. No bare wood is exposed; paint is touched up
as necessary. (Bare wood cannot be adequately cleaned and sanitized.)
Garbage
 Garbage cans are lined with disposable bags and are emptied when full.
 Diaper cans are additionally emptied when odor is present in classroom.
 Outside surfaces of garbage cans are cleaned, rinsed, and sanitized daily. Inside surfaces of
garbage cans are cleaned, rinsed, and sanitized as needed.
(Diaper and food-waste cans must have tight-fitting lids and be hands-free. Garbage cans
for paper towels must be hands-free).
Infant Equipment
 Infant saucers, seats, and swings are cleaned, sanitized and laundered daily and as needed.
Kitchen
 Kitchen counters and sinks are cleaned, rinsed, and sanitized before and after preparing
food.
 Equipment (such as blenders, can openers, and cutting boards) is washed, rinsed, and
sanitized after each use.
Laundry
 Cloths used for cleaning or rinsing are laundered after each use.
 Bibs and burp cloths are laundered after each use.
 Child care laundry is done on site or by a commercial service (it is not washed in a private
home).
 Laundry is washed at the hottest setting with bleach added during rinse cycle (measured
amount as per manufacturer’s instructions).
Mops
53

Mops are cleaned, rinsed, and sanitized in a utility sink, then air dried in an area with
ventilation to the outside and inaccessible to children.
Tables and high chairs
 Tables and high chair trays are cleaned, rinsed, and sanitized before and after snacks or
meals.
 High chairs are cleaned, rinsed, and sanitized daily and as necessary.
Toys
 Only washable toys are used.
 Mouthed toys are placed in a plastic “mouthed toy” container after use by each child.
Mouthed toys are then cleaned, rinsed, and sanitized before reuse.
 Cloth toys and dress-up clothes are washed weekly (or as necessary) with hot water.
 Other toys are washed, rinsed, and sanitized weekly (and as necessary) as described above
for “mouthed toys.”
Water Tables
 Water tables are emptied and cleaned, rinsed, and sanitized after each use, and as
necessary.
 Children wash hands before and after water table play.
General cleaning of the entire facility is done as needed. There are no strong odors of cleaning
products in our facility. Aerosol air fresheners and room deodorizers are not used.
SOCIAL-EMOTIONAL-DEVELOPMENTAL CARE
Establishing positive relationships with children and their families is extremely important. All of us
learn best when we are supported and understood and have positive connections to our teachers.
Childcare professionals must role model the social –emotional behavior they want to see develop in
their students. Children come from many different kinds of families and from many different
experiences. Some children come to you compromised by a variety of stressors; some children may
have even been deprived of the relationships they needed to thrive. Other children have the benefit
of adequate resources. Regardless of what children bring to your class they all must have your
warmth and attention.



Always address children with respect and a calm voice.
See yourself as a learning partner not a power figure.
Allow children to have a voice in solutions to their problems.
Program and Environment
1. Classrooms have developmentally appropriate and interesting curriculum that reflects the
culture of all the children served.
2. Opportunities are provided for choice and curricula that enhance the development of selfcontrol and social skills.
54
3. Teachers provide children with the comforts of routine and structure that are flexible so as to
meet the needs of a wide range of children.
4. Teachers work to establish a respectful, warm and nurturing relationship with each child in the
classroom, parents and colleagues.
5. Teachers spend time at floor/eye level with the children.
6. Voices are calm.
7. A problem solving approach is used with everyone.
8. Children are comforted when they feel unhappy.
9. Discipline is seen as an opportunity to teach children self-control and skill building.
10. Behavior policies focus on problem solving with all concerned parties, rather than listing
negative behaviors to be punished by disenrollment.
11. When a child has behavioral/social/emotional difficulties, outside resources will be accessed
and a plan made to support the child.
12. Should the program decide they cannot meet the needs of a child, outside resources will be
used to help the parent find services and placement that meet the child’s needs.
INFANT CARE
Fostering secure and loving attachments with the babies in your care is of number one importance.
To develop a secure attachment with babies, providers must respond in a reliable way to babies’
needs, understanding the cues babies provide. Babies who are reliably nurtured begin to develop an
inner way to understand their experience.
Always respond by comforting a baby who is crying. When you let a baby cry without comfort
they are experiencing their world as a sad and lonely place.
Rather than distract babies when they are feeling sad or upset talk with them about their
feelings and provide lots of hugs.
Spend time playing back and forth games with the babies in your care. This helps you get to
know the babies and establish close and positive relationships.
Program and Environment
1. Infants are at least one month of age when enrolled.
2. The infant room is street-shoe-free to reduce infant exposure to dirt, germs, dangerous
heavy metals, chemicals, and pesticides. All staff and other adults entering the room wear
socks, slippers, inside-only shoes, or shoe covers over their street shoes and will not enter
room with bare feet.
55
3. The infant room has areas where all infants have the opportunity to experience floor-time
activity without restriction.
4. All infants are given at least three 5-minute periods of supervised tummy time each day.
(Floor time encourages brain and muscle development.)
5. Infants do not spend more than 15 minutes per day in restrictive devices such as; swings,
bouncers, infant seats or saucers. Use directions for all equipment must be strictly followed
at all times.
6. A nurse consultant visits the infant room monthly. The nurse consultant is a Registered
Nurse, currently licensed, with training and/or experience in Pediatric Nursing or Public
Health.
7. Nursing pillows: infants will not be propped on nursing pillows. Free movement will be
promoted for all infants.
Sleep/Napping
1. Each infant is allowed to follow his/her individual sleep pattern. Infant providers look for and
respond to cues as to when an infant is sleepy.
2. Infants are visible to providers at all times while asleep. Rooms are kept light enough to allow
easy observation of sleeping infants.
3. Sudden Infant Death (S.I.D.S.) risk reduction:

Infants are placed to sleep on their backs in a crib or on a mat. (Infants sleeping on their
stomachs are at a higher risk of death from S.I.D.S. - Sudden Infant Death Syndrome.)

Any alternate sleep position must be specified in writing by the parent/guardian and the
child’s health care provider.

Infants do not sleep in car seats, swings or infant seats. Any child who arrives at the
center asleep in a car seat, or who falls asleep in a swing or infant seat, is immediately
moved to a crib or mat. (Sleeping in infant seats or swings makes it harder for infants to
breathe fully and may lead to head and neck issues.)

Infant sleep area does not contain bumper pads, pillows, soft toys, sleep positioning
devices, cushions, blankets, sheepskins, cloth diapers, or bibs. Blankets/items should not
be hung on the sides of cribs. One piece sleepers or sleep sacks can be used in lieu of
blankets.

No mobiles or other toys should be placed on or above cribs.

Temperature of the room should be comfortable for a lightly clothed adult.
(Overheating during sleep is associated with an increased risk of S.I.D.S.)

Swaddling is not necessary or recommended.
56

Bibs will be removed before placing an infant to sleep.
4. Cribs meet current Consumer Products Safety Commission (CPSC) standards.
5. Mattresses are firm, snug fitting, intact, and waterproof.

Crib sheets fit mattresses snugly, but do not cause mattresses to curl up at corners.
6. Cribs are spaced at least 30 inches apart or separated by Plexiglas barrier.
7. Cribs are not located next to windows (unless windows are constructed of safety glass) or
window blinds/draperies
8. Nothing is stored above cribs unless securely attached to wall.
9. Crib wheels are locked in order to prevent movement in an earthquake.
Evacuation Cribs
1. Evacuation cribs are available for all infants (max. 4 infants per crib).
2. Evacuation cribs have:
 wheels - preferably 4 inches or larger - capable of crossing terrain on evacuation route
 a reinforced bottom
3. A clear pathway is kept between evacuation cribs and emergency exits at all times.
4. Nothing is stored below or around evacuation cribs that would block immediate exit of cribs.
INFANT BOTTLE FEEDING
Breastfeeding Support
1. Our center encourages, supports and accommodates breastfeeding mothers.
 Staff are a resource for breastfeeding mothers.
 The infant room (or other area___________) has a quiet, private space set aside for
breastfeeding as well as a space for pumping
 Staff are trained on the safe handling of expressed breast-milk
 Staff discuss the breastfed infant’s feeding pattern with parent/guardian regularly
2. Infants are fed breast-milk or iron-fortified infant formula until they are one year old.
3. Written permission from the child’s licensed health care provider is required if an infant is to be
fed an electrolyte solution (e.g., Pedialyte®) or a special diet formula.
4. No medication, cereal, supplements, or sweeteners are added to breast-milk or formula
without written permission from the child’s licensed health care provider.
5. Bottles contain formula or breast-milk.
6. Juice is not offered to children under 12 months old.
57
7. Cups of water, formula or breast-milk are introduced when developmentally ready (usually
around 6 months of age).
Storage
1. All bottles are labeled with infant’s full name and date.
2. Filled bottles are capped and refrigerated upon arrival or after being mixed, unless being fed to
an infant immediately
3. Bottles are stored in the coldest part of the refrigerator, not in the refrigerator door.
4. A thermometer is kept in the warmest part of the refrigerator (usually the door) and is at or
below 41 F at all times. The temperature is logged daily. (It is recommended that the
refrigerator be adjusted between 30 and 35 to allow for a slight rise when opening and
closing the door.)
5. Frozen breast-milk is stored at 10 F or less and for no longer than 2 weeks. Containers of
breast-milk are labeled with the child’s full name and date the breast-milk is brought to the
center. Unused, thawed breast-milk is returned to the family at the end of the day.
Bottle Preparation
1. A minimum of eight feet is maintained between the food preparation area and the diapering
area. (If this is not possible, a moisture-proof, transparent 24-inch high barrier – such as
Plexiglas - must be installed.)
2. Preparation surfaces are cleaned, rinsed, and sanitized before bottles are prepared.
3. Staff wash hands in the hand-washing sink before preparing bottles. The food preparation sink
is not used for hand-washing or general cleaning.
4. Frozen breast-milk is thawed in the refrigerator or in warm water (water under 120° F) and then
warmed as needed before feeding. Thawed breast-milk is not refrozen.
5. Bottles of formula are prepared with cold water from the cold water tap from the following
clean source: _______________________________________________________.
Water from a hand-washing sink is not used for bottle preparation.
(Hot tap water can be contaminated with lead. Only cold water should be taken from the tap
for cooking or drinking.)
6. Formula cans are dated when opened and used within 30 days.
7. Formula is mixed as directed on the can and not used past expiration date.
8. Gloves are worn when scooping powdered formula from a can. Gloves used for food
preparation are kept in food preparation area.
9. Bottles are labeled with infant’s full name and date. Bottles are capped and refrigerated if not
immediately used. Bottle nipples are covered at all times, except during feeding, to reduce the
risk of contamination.
Bottle Warming
1. Bottles are not warmed in a microwave.
58
2. Bottles are warmed using one of the following methods: We place bottles in warm water
(<120°F).
3. Temperature is checked before bottle is fed to infant (wrist method).
Bottle Feeding
1. Infants are fed on cue. Staff watch for and respond appropriately to hunger cues such as:
▪ Fussiness/crying
▪ opening mouth as if searching for a bottle/breast
▪ hands to mouth and turning to caregiver
▪hands clenched
2. Staff watch for and respond appropriately to fullness cues such as:
▪falling asleep
▪decreased sucking
▪arms and hands relaxed
▪pulling or pushing away and disengaging
3. Staff receives training on infant feeding cues.
4. Bottles are labeled with time feeding begins.
5. The name on each bottle is checked before the bottle is offered to an infant.
6. During bottle feeding, infants are held by a caregiver in a nurturing way. Bottles are not
propped.
7. Older infants who can sit and hold a bottle independently are either held or placed in a high
chair or chair that allows the feet to touch the floor at an appropriately-sized table.
8. Infants are not allowed to walk around with bottles and are never given a bottle while lying
down or in a crib. (Lying down with a bottle puts a baby at risk for baby bottle tooth decay,
ear infections, and choking.)
9. The contents of unconsumed bottles are discarded into a sink after 1 hour to prevent bacterial
growth.
10. Staff are encouraged to work closely with the same infant over time in order to increase
familiarity with feeding cues.
Bottle Cleaning
Used bottles and dishes are not stored within eight feet of the diapering area or placed in the
diapering sink.
We re-use bottles during the day (or from day to day without sending them home). Between uses,
bottles, bottle caps, and nipples are placed in a tub for dirty dishes (or directly into dishwasher),
then washed in dishwasher.
59
INFANT AND TODDLER SOLID FOODS
1. Food is introduced to infants when they are developmentally ready for pureed, semi-solid and
solid foods. Food, other than formula or breast-milk, is introduced to infants no sooner than 4
and preferably six months unless there is a written order by a health care provider.
2. No egg whites (allergy risk) or honey (botulism risk) is given to children less than 12 months of
age. (This includes other foods containing these ingredients such as honey graham crackers.)
3. Cups and spoons are encouraged at mealtime by 6 months of age.
4. Chopped, soft table foods are encouraged after 8 months of age.
5. Children 12-23 months are given whole milk, unless the child’s parent/guardian and health care
provider have requested low-fat milk or a non-dairy milk substitute in writing. (Low-fat diets
for children under age 2 may affect brain development.)
6. When parents provide food from home, it is labeled with the child’s name and the date.
Perishable foods are stored at or below 41 F.
7. Before food is prepared, preparation surfaces are cleaned, rinsed, and sanitized.
8. Staff wash hands in the handwashing sink before preparing food. The food preparation sink is
not used for handwashing or general cleaning.
9. Staff serve commercially packaged baby food from a dish, not from the container. Foods from
opened containers are discarded or sent home at the end of the day.
10. Gloves are worn or utensils are used for direct contact with food. (No bare hand contact with
ready-to-eat food is allowed.) Gloves used for food preparation are kept in food preparation
area.
11. Children eat from plates and utensils. Food is not placed directly on table.
12. Children are not allowed to walk around with food or cups.
13. Teachers sit with infants and young children when eating and engage in positive social
interaction.
14. Teachers are encouraged to eat the same foods the toddlers are served from the menu to
model eating a variety of foods and demonstrate safe usage of eating utensils and eating
behaviors.
For allergies or special diets, see the NUTRITION section of this policy.
TODDLER AND PRE-SCHOOL NAPPING
1. Children 29 months of age or younger follow their individual sleep patterns.
2. Alternate quiet activities are provided for a child who is not napping (while others are doing
so).
3. Rooms are kept light enough to allow for easy observation of sleeping children.
4. Mats are spaced a minimum of 30 inches apart.
5. Mats are enclosed in washable covers. Children do not sleep on bare uncovered surfaces.
6. Children are not forced to sleep. Each child is under 60 months is given the opportunity to
rest for at least 30 minutes a day.
60
DIAPERING
Children are never left unattended on the diaper-changing table. Safety belts are not used on the
diaper changing table. (They are neither washable nor safe.) The diaper changing table and area
are used only for diapering. Toys, pacifiers, papers, dishes, blankets, etc., are not placed on
diapering surface or in the diapering area.
Diaper changing pads are replaced when they become worn or ripped. No tape is present on
diaper changing pad. Diaper changing pads have a smooth, cleanable surface with no ridges,
grooves or stitching.
The following diapering procedure is posted and followed at our center:
1. Wash Hands.
2. Gather necessary materials. If using bulk diaper ointment, put a dab of ointment on paper
towel.
3. Put on disposable gloves, if desired.
4. Place child gently on table and remove diaper. Do not leave child unattended.
5. Dispose of diaper in hands-free container with cover (foot pedal type).
6. Clean the child’s diaper (peri-anal) area from front to back, using a clean, damp wipe for
each stroke.
7. Wash hands. If wearing gloves, remove gloves and wash hands. Please note: A wet wipe or
damp paper towel may be used for this handwashing only. Do not leave child unattended.
8. If parent/guardian has completed a medication authorization for diaper
cream/ointment/lotion, put on gloves and apply to area. (Please refer to the Medication
section.) Remove gloves.
9. Put on clean diaper (and protective cover, if cloth diaper used). Dress child.
10. Wash child’s hands with soap and running water (or with a wet wipe for young infants).
11. Place child in a safe place. Do not touch toys, play equipment, etc. and return to the diaper
area for step 12.
12. Clean diaper changing pad with detergent and water, rinse, and then sanitize with bleach
solution (1 tablespoon bleach in 1 quart water). Allow the bleach solution to air dry or to
remain on the surface for at least 2 minutes before drying with a paper towel.
13. Wash Hands.
Please note: Even if gloves are used, all of the above handwashing must still be done.
Stand-Up Diapering for Older Children
We do stand-up diapering as appropriate. Stand-up diaper changing takes place: in the bathroom or
diapering area. Diaper changing procedure is posted in stand-up diaper changing area. Stand-up
diaper changing procedure is followed:
1. Wash hands.
61
2. Gather necessary supplies (diaper/pull-up/underpants, wipes, cleaner and sanitizer,
paper towels, gloves, plastic bag).
3. Put on disposable gloves, if desired.
4. Coach children in pulling down pants and removing diaper/pull-up/underpants (and
assist as needed).
5. Put soiled disposable diaper/pull-up in a covered, hands-free, plastic lined garbage can
(or assist child in doing so).
6. Cloth diapers/underpants are put in a plastic bag and put into a covered hand-free,
plastic lined container (individual for each child), then returned to the family at the end
of the day.
7. Coach children in cleaning diaper area front to back using a clean, damp wipe for each
stroke (and assist as needed).
8. Put soiled wipes in plastic bag (or assist child in doing so).
9. Remove gloves, if worn.
10. Wash hands (in sink or with wipe) and coach child in doing the same.
11. If a signed medication authorization indicates, apply topical cream/ointment/lotion
using disposable gloves then remove gloves.
12. Coach children in putting on clean diaper/pull-up/underpants and clothing and washing
hands (in bathroom/handwashing sink).
13. Close and put any bag of soiled clothing or underpants into child’s cubby.
14. Use 3-step method on floor where change has occurred:
a. Clean with detergent and water.
b. Rinse with water.
c. Sanitize with bleach solution (1 T. bleach in 1 quart water). Allow the bleach
solution to air dry or to remain on the surface for at least 2 minutes before
drying with a paper towel.
15. Wash hands (in bathroom/hand-washing sink).
TOILET TRAINING
Toilet training is a major milestone in a young child’s life. Because children spend much of their day
in child care, you may recognize signs that a child is ready to begin toilet training. As a provider,
you can share your observations with the family and offer suggestions and emotional support.
Working together with the family, you can help make toilet training a successful and positive
experience for their child.
 Follow the same procedure in child care as in the home. Use the same words (pee-pee,
poop, etc.), so the child does not become confused about what is required. Pretend
play with a doll using the same vocabulary and talk through expectations.
62
 Develop a detailed written plan of communication between the child care program and
the family. Keep daily records of successes and concerns to share with the family.
 Encourage the family to dress the child in easily removable clothing. Keep an extra set
of clothing on hand for accidents.
 Develop routines that encourage toilet use. Watch for those non-verbal signs that
suggest a child has to use the toilet. Suggest bathroom visits at set times of the day,
before going out to play, after lunch, etc.
 Expect relapses and treat them matter-of-factly. Praise the child’s successes, stay calm,
and remember that this is a learning experience leading to independent behavior.
 The noise made by flushing a toilet may frighten some children. Try to flush after the
child has left until they become accustomed to the noise.
 Take time to offer help to the child who may need assistance in wiping, etc.
FOOD SERVICE
We prepare meals and snacks at our center.
1. Food handler permits are required for staff that prepare full meals and are encouraged for all
staff. An “in charge” person with a food handler permit is onsite during all hours of operation,
to assure that all food safety steps are followed. Documentation is posted in staff files.
2. Orientation and training in safe food handling is given to all staff and documented.
3. Ill staff or children do not prepare or handle food. Food workers may not work with food if
they have:

Diarrhea, vomiting or jaundice

Diagnosed infections that can be spread through food such as Salmonella, Shigella, E.
coli or hepatitis A

Infected, uncovered wounds

Continual sneezing, coughing or runny nose
4. Child care cooks do not change diapers or clean toilets.
5. Staff wash hands with soap and warm running water prior to food preparation and service in a
designated hand-washing sink – never in a food preparation sink.
6. Gloves are worn or utensils are used for direct contact with food. (No bare hand contact with
ready-to-eat food is allowed.) Gloves must also be worn if the food preparation person is
wearing fingernail polish or has artificial nails. We highly recommend that food service staff
keep fingernails trimmed to a short length for easy cleaning. (Long fingernails are known to
harbor bacteria).
63
7. Employees preparing food shall keep their hair out of food by using some method of
restraining hair. Hair restraints include hairnets, hats, barrettes, ponytail holders and tight
braids.
8. Refrigerators and freezers have thermometers placed in the warmest section (usually the
door). Thermometers stay at or below 41º F in the refrigerator and 10F in the freezer.
Temperature is logged daily.
9. Microwave ovens, if used to reheat food, are used with special care. Food is heated to 165
degrees, stirred during heating, and allowed to cool at least 2 minutes before serving. Due to
the additional staff time required, and potential for burns from “hot spots,” use of microwave
ovens is not recommended.
10. Chemicals and cleaning supplies are stored away from food and food preparation areas.
11. Cleaning and sanitizing of the kitchen is done according to the Cleaning, Sanitizing and
Laundering section of this policy.
12. Dishwashing complies with safety practices:

Hand dishwashing is done with three sinks or basins (wash, rinse, sanitize).

Dishwashers have a high temperature sanitizing rinse (140º F residential or 160ºF
commercial) or chemical sanitizer.
13. Cutting boards are washed, rinsed, and sanitized between each use. No wooden cutting boards
are used.
14. Food prep sink is not used for general purposes or post-toilet/post-diapering handwashing.
15. Kitchen counters, sinks, and faucets are washed, rinsed, and sanitized before food production.
16. Tabletops where children eat are washed, rinsed, and sanitized before and after every meal
and snack.
17. Thawing frozen food: frozen food is thawed in the refrigerator 1-2 days before the food is on
the menu, or under cold running water. Food may be thawed during the cooking process IF the
item weighs less than 3 pounds. If cooking frozen foods, plan for the extra time needed to cook
the food to the proper temperature. Microwave ovens cannot be used for cooking meats, but
may be used to cook vegetables.
18. Food is cooked to the correct internal temperature:
Ground Beef 155º F
Fish 145º F
Pork 145º F
Poultry 165º F
19. Holding hot food: hot food is held at 140 F or above until served.
20. Holding cold food: food requiring refrigeration is held at 41F or less.
21. A digital thermometer is used to test the temperature of foods as indicated above, and to
ensure foods are served to children at a safe temperature.
22. Cooling foods is done by one of the following methods:
64

Shallow Pan Method: Place food in shallow containers (metal pans are best) 2” deep or
less, on the top shelf of the refrigerator. Leave uncovered and then either put the pan
into the refrigerator immediately or into an ice bath or freezer (stirring occasionally).

Size Reduction Method: Cut cooked meat into pieces no more than 4 inches thick.
Foods are covered once they have cooled to a temperature of 41 F or less.
23. Leftover foods (foods that have been below 41 F or above 140 F and have not been served)
are cooled, covered, dated, and stored in the refrigerator or freezer. Leftover food is
refrigerated immediately and is not allowed to cool on the counter.
24. Reheating foods: foods are reheated to at least 165º F in 30 minutes or less.
25. We do not use catered foods at our center.
26. Food substitutions, due to allergies or special diets and authorized by a licensed health care
provider, are provided within reason by the center.
27. When children are involved in cooking projects our center assures safety by:

Closely supervising children,

Ensuring all children and staff involved wash hands thoroughly,

Planning developmentally-appropriate cooking activities (e.g., no sharp knives),

Following all food safety guidelines.
28. Perishable items in sack lunches are refrigerated upon arrival at the center.
NUTRITION
1.
2.
3.
4.
5.
6.
7.
Menus are posted at least one week in advance and dated.
Menus follow the current CACFP Meal Pattern for meals and snacks.
Menus do not repeat food combinations within a 2 week period.
Menus list specific types of fruits, vegetables, crackers etc.
Food is offered at intervals not less than 2 hours and not more than 3 hours apart.
Breakfast is made available to any child who arrives on the premises before school.
Our site is open over 9 hours; we provide one snack and two meals.
The following meals and snacks are served by the center:
Time
Meal/Snack
8:30-9:00
Breakfast
11:00-12:00
Lunch
2:30-3:00
Snack
8. Each snack or meal includes water to drink.
9. Only 1% or nonfat milk is served to children over 2 years and whole milk to children between 12
and 24 months old.
10. Juice is limited to 2 or less times a week.
11. For children at the center for 1 or more hours a 2 component snack must be served.
12. Foods high in fat, added sugar and salt are limited.
65
13. Menus include hot and cold foods and vary in color, flavor and texture. (Food choices may need
to be limited to items requiring no preparation in facilities without a food preparation area or
where only a bathroom sink is available.)
14. Ethnic and cultural foods are incorporated into the menu.
15. Menus are followed. Necessary substitutions are noted on the permanent menu copy. Permanent
menu copies are kept on file for at least six months. (USDA requires food menus to be kept for 3
years including the current year.)
16. Families who provide sack lunches are notified in writing of the food requirements for mealtime.
We have available food supplies to supplement food brought from home that does not meet the
nutrition requirements.
17. Children have free access to drinking water throughout the day (individual disposable cups or
single use glasses only).
18. Children with food allergies and medically-required special diets have diet prescriptions signed
by a health care provider on file. Names of children and their specific food allergies are posted
in the kitchen, and the area where food is eaten by the child. Confidentiality is maintained.
19. Children with severe and/or life threatening food allergies have a completed individual care plan
signed by the parent and health care provider.
20. Diet modifications for food allergies, religious and/or cultural beliefs are accommodated and
posted in the kitchen and eating area. All food substitutions are of equal nutrient value and are
recorded on the menu or on an attached sheet of paper.
Mealtime Environment and Socialization
1. Mealtime and snack environments are developmentally appropriate and support children’s
development of positive eating and nutritional habits.

Staff sit (and preferably eat) with children and have casual conversations with children
during mealtimes.

Children are not coerced or forced to eat any food.

Children decide how much and which foods to choose to eat of the foods available.

Food is not used as a reward or punishment.

Foods are served family style to promote self-regulation.

Staff provide healthy nutritional role modeling (serving sizes of foods, appropriate mealtime
behavior and socialization during mealtime).
2. Staff do not eat foods other than those the children eat (unless the children’s lunches are
brought from home).
3. Coffee, tea, pop and beverages other than water or those served to the children are not
consumed by staff while children are in their care, in order to prevent scalding injuries and to
role model healthy eat.
Sweet treat policy
66
Dessert-like items should be low in fat and contribute important nutrients such as vitamin A and
Vitamin C, minerals such as iron and calcium, and/or fiber. Food brought from home is limited to
store purchased, uncut fruit and vegetables or food pre-packaged in original manufacturer’s
containers. Programs are responsible for reading food labels of items provided by parents to
determine if the food is safe for children with food allergies to consume.
Examples include:
 Muffins or bread made with fruit or vegetables
 Puddings and custards
 Cobblers and pies made with lightly sweetened fruits
 Plain or vanilla yogurt
 Waffles or pancakes topped with crushed fruit
 Bars made with whole grains and seeds
 Cookies modified for fat and sugar content
 Plain cakes modified for fat and sugar content
 Frozen juice popsicles
 Vegetable juice
 Fruit salad with vanilla yogurt
For infants and toddlers (ages 6 months to 3 years), the dessert items should not contain nuts,
seeds, raisins, dates, peanut butter, large pieces of fresh fruit or vegetables that may cause
choking. Honey and items containing honey should not be given to infants under one year of age.
Special “treats” for celebrations should be limited to no more than twice a month; this should be
coordinated and monitored by the classroom teacher. Items that are health promoting should
always be encouraged; information is available for parents with ideas for birthday, holiday or
special occasions “treat”. Each delegate agency is responsible for providing this information to
parents.
Cultural and ethnic food items that are considered dessert or special “treat” may be served to
honor cultures represented in the program. Examples may include sticky rice and sweet rice such
as banh bo, noodle-based dessert, lefse, flan, sweet potato pie (modified for fat and sugar), bean
dessert items, sambusa or “mush-mush”. Recipes or directions from parents could be shared with
food service staff who prepares the item. Use of non-food items to celebrate special occasions is
encouraged. Examples of these types of items include: stickers, pencils, birthday “hats” or crowns,
bubble solution, or piñatas filled with these items.
PHYSICAL ACTIVITY AND SCREEN TIME LIMITATIONS
Adequate physical activity is important for optimal physical development and to encourage the habit
of daily physical activity. Active play time includes a balance of a few teacher directed activities as
well as child initiated play. The structured activities help contribute to skill building and promote
fitness. The focus is on fun and interactive games and movement that also serve to enhance social
and emotional skill development.
67

Our center ensures that all children get at least 20-30 minutes of moderate to vigorous
physical activity per every 3 hours of care. Children in care for more than one hour are
ensured at least 20 minutes of outdoor play.

Infants are taken outside at least twice a day.

Toddlers get 60-90 minutes of active play and pre-school and school-age get 90-120
minutes of active play time (moderate to vigorous activity level) during full day care.

All children get outdoor play at least 2-3 times during full day care (children go outside in all
weather (rain, snow etc…) unless it is dangerous or unhealthful.
Screen Time

Children under 2 years do not get any screen time.

Children over 2 years TV is limited to 30 minutes of educational viewing per week, if at all.
Computer use is limited to 15 minute increments of play time, except when children are
completing school lessons.
DISASTER PREPAREDNESS
Plan and Training
Our Center has developed a Disaster Preparedness Plan/Policy. Our plan includes responses to the
different disasters our site is vulnerable to, as well as procedures for on- and off-site evacuation
and shelter-in-place. Evacuation routes are posted in each classroom. Our disaster preparedness
plan/policy is posted in each classroom and in our parent information area.
Staff are oriented to our disaster policy upon hire and annually. Families are oriented to our
disaster policy upon enrollment and annually. Documentation of all orientation is kept on file.
Staff are trained in the use of fire extinguishers. The following staff persons are trained in utility
control (how to turn off gas, electric, water): Michaela Jackson.
Disaster and earthquake preparation and training are documented.
Supplies
Our center has a supply of food and water for children and staff for at least 72 hours, in case
parents/guardians are unable to pick up children at usual time. Michaela Jackson is responsible for
stocking supplies. Expiration dates of food, water, and supplies are checked at least annually and
68
supplies are rotated accordingly. Essential prescribed medications and medical supplies are also
kept on hand for individuals needing them. Each room has a fully stocked “Grab n’ Go” bag.
Hazard Mitigation
We have taken action to make our center earthquake/disaster-safe. Bookshelves, tall furniture,
refrigerators, crock pots, and other potential hazards are secured to wall studs. We continuously
monitor all rooms and offices for anything that could fall and hurt someone or block an exit – and
take action to correct these things. Michaela Jackson is the primary person responsible for hazard
mitigation, although all staff members are expected to be aware of their environment and make
changes as necessary to increase safety.
Drills
Fire drills are conducted and documented each month. Disaster drills are conducted monthly.
STAFF HEALTH
New staff and volunteers must document a tuberculin skin test (Mantoux method) within the past
year, unless not recommended by a licensed health care provider.
1. Staff members who have had a positive tuberculin skin test in the past will always have a
positive skin test, despite having undergone treatment. These employees do not need
documentation of a skin test. Instead, by the first day of employment, documentation must
be on record that the employee has had a negative (normal) chest x-ray and/or completion
of treatment.
2. Staff members do not need to be retested for tuberculosis unless they have an exposure. If
a staff member converts from a negative test to a positive test during employment, medical
follow up will be required and a letter from the health care provider must be on record that
indicates the employee has been treated or is undergoing treatment.
3. Our center complies with all recommendations from the local health jurisdiction. (TB is a
reportable disease.).
4. Staff members who have a communicable disease are expected to remain at home until no
longer contagious. Staff are required to follow the same guidelines outlined in EXCLUSION
OF ILL CHILDREN in this policy.
5. Staff members are encouraged to consult with their health care provider regarding their
susceptibility to vaccine-preventable diseases.
6. Staff who are pregnant or considering pregnancy are encouraged to inform their health care
provider that they work with young children. When working in child care settings there is a
risk of acquiring infections which can harm a fetus or newborn. These infections include
Chicken Pox (Varicella), CMV (cytomegalovirus), Fifth Disease (Erythema Infectiosum), and
Rubella (German measles or 3-day measles), In addition to the infections listed here, other
common infections such as influenza and Hand Foot and Mouth disease can be more
69
serious for pregnant women and newborns. Good handwashing, avoiding contact with ill
children and adults, and cleaning of contaminated surfaces can help reduce those risks.
7. Adult sized chairs will be provided for staff.
8. Staff will not step over gates or other barriers.
CHILD ABUSE AND NEGLECT
Child care providers are state mandated reporters of child abuse and neglect; we immediately report
suspected or witnessed child abuse or neglect to Child Protective Services (CPS). The phone # for
CPS is 1-800-609-8764.
1. Signs of child abuse and/or neglect are documented and that information is kept confidentially
in the Director’s office.
2. Training on identifying and reporting child abuse and neglect is provided to all staff and
documentation kept in staff files.
3. Licensor is notified of any CPS report made.
ANIMALS ON SITE
We have the following animals on site: Fish.
1. We have an animal policy, which is located in the parent handbook.
2. Parents are notified in writing when animals will be on the premises. Children with an allergic
response to animals are accommodated.
3. Animals, their cages, and any other animal equipment are never allowed in kitchen or food
preparation areas.
4. Children and adults wash hands after feeding animals or touching/handling animals or animal
homes or equipment.
“NO SMOKING” POLICY
1. Staff will not smoke in the presence of children or parents while at work.
2. There will be no smoking on site or in outdoor areas immediately adjacent to any buildings
(not within 25 feet of an entrance, exit, or ventilation intake of the building) where there
are classrooms regardless of whether or not children are on the premises. (Rationale:
residual toxins from smoking can trigger asthma and allergies when children do use the
space). There is no smoking allowed in any vehicle that children are transported in.
70
3. If staff members smoke, they must do so away from the school property, and out of sight of
parents and children. They should make every attempt to not smell of smoke when they
return to the classroom. Wearing a smoking jacket that is not brought into the building is
helpful.
71
DISASTER PLAN
LCC Early Learning Center
ADDRESS: 1720 20th Ave. Longview, WA 98632
NEAREST CROSS-STREETS ARE: Olympia Way & 20th ST
PROGRAM’S PHONE NUMBER IS: 360-442-2890
Revised 8/2015
72
EMERGENCY INFORMATION

Police
9-9-1-1

Fire/Medics
9-9-1-1

Poison Control Center
1-800-222-1222

Child Protective Services
1-800-562-5624

St. John’s Medical Center Emergency Room
360-636-4818

Campus Services:
o Electric/Gas/Water/Sewer
2911

Insurance Agency-
LCC is self-insured

Radio Station with Emergency Broadcasting
KEDO

Child Care Licensor Irene Higgins
360-501-2645

Public Health Nurse Beatrice Rush
360-414-5586

Center’s Planned Evacuation Sites
o On-site David Story Field (LCC Baseball Field)
We have developed this emergency/disaster plan to provide safe care for our children should an
emergency or disaster occur during the program day. A copy of this plan is always available for
review. It is located in the back of your Parent Handbook and on the Health and Safety board.
Staff is introduced to this plan during orientation. Additionally, we review the plan with staff at our
Welcome Back Teacher In-service each fall.
Fire extinguishers are located: In room 112, 113 & the main hall.
All staff is trained in the use of fire extinguishers annually by Campus Security.
Gas shut-off (if applicable) is located: Not applicable.
Electrical panel is located: room 199B
Water shut-off is located: west end of Head Start Playground next to storage shed.
The following staff members are trained in utility control (how to turn off gas, electric, water):
Michaela Jackson
Sam Watkins
Josie Zbaeren
Cheryl Martinez
Sarah Ross
Deanna Anderson
73
Parents/Guardians are oriented to this plan during enrollment orientation and through written
copy. A parent/guardian from each family is asked to sign that they have reviewed the plan.
We ask staff to develop their own disaster plan for home. We encourage families to do the same.
Having a plan helps you be in control and decreases anxiety when a disaster occurs. Resources for
developing a plan include:
American Red Cross: http://www.redcross.org
Federal Emergency Management Agency (FEMA): http://www.fema.gov
Seattle Emergency Management: http://www.seattle.gov/emergency/
Public Health - Seattle & King County:
http://kingcounty.gov/healthservices/health/preparedness/disaster.aspx
74
HAZARD MITIGATION
Assuring a safe environment is an important step in disaster planning. Hazard mitigation is key to
preventing injuries both every day and during a disaster; it is done throughout the facility.
Hazard mitigation priorities:
1. Would/could it break and fall and hurt someone?
2. Would/could it break and fall and block a primary exit from the room?
3. Would/could it break and fall and keep your program from opening the next day (or soon
thereafter)?
4. Would/could it break and fall and break your heart?
Please note: Earthquakes can move (throw, topple, or cause to jump) very heavy objects.
Knowing that our environment is ever-changing, we regularly re-assess for hazards and correct
them as soon as possible. Staff members continuously review their areas to assure the
environment is safe. In addition, to assure each area is viewed objectively, we ask staff to look for
hazards in program areas in which they usually do not work.
We formally review our environment for hazards every month the same day as the fire drill.
COORDINATING A RESPONSE
The initial steps you take in responding to an emergency or disaster may be unique to that event.
(Please see “RESPONSE” section for detailed information on specific emergencies/disasters.) Most
situations, however, require action in some predictable areas. Always, everyone must be
accounted for; safety must be assured, etc. In the hours and days following an event, basic needs
continue to have to be met. The way you meet the everyday needs of hydration, nutrition,
sanitation, shelter, and emotional support, however, may be different from the way you do on a
daily basis. It is useful to plan who takes care of what set of responsibilities in advance.
Circumstances may differ, but your response will go more smoothly – and less will be forgotten – if
you put some systems in place now.
One way of organizing your response is the Incident Command System. The Incident Command
System (ICS) provides structure for managing a disaster or emergency and can be adapted for
virtually any situation. When you are using ICS effectively, everyone knows who’s in charge and
what is expected of them. Don’t be put off by the name; it’s a great tool and easy to learn.
An ICS chart and job descriptions follow. If you have a large number of staff, you may be able to
assign people to all of the positions listed. If you don’t, worry not; additional charts on following
pages give you a framework for distributing tasks among a staff of any size.
75
First we’ll show you what standard ICS looks like; then we’ll show you how we have adapted it for
child care and other early learning programs. Standard ICS looks like this:
When a child care/early learning program responds to a disaster or emergency, half of the staff will
remain with and care for the children. The other half of the staff will take on new roles as
necessary (as dictated by the situation). The Incident Commander is responsible for all tasks until
delegated.
Here’s what each role is:
The Incident Commander (IC) is responsible for directing site emergency response activities. (This
is likely your director, but doesn’t have to be.) Again, the IC is responsible for all tasks until
delegated. The incident commander also sets the tone for the response.
The Operations Chief manages the direct response to the disaster (site/facility check and
security, search and rescue, first aid, child care, and child release). The operations chief reports
directly to the IC.
The Site/Facility Check & Security Team protects the site and the people present at the site
from further damage or injury. Duties include fire and utility control, creating a secure area
for children and staff, and checking site/facility for any hazards and mitigating them.
The Search & Rescue Team searches for and recovers missing children, staff and volunteers
(without putting themselves at undue risk). Search and rescue is always done by a
minimum of two people. When entering a room to do a search, team members put a slash
mark (/) on door to show that they are inside. When leaving the room, they make another
slash to complete an X to show that room has been searched and is empty.
The First Aid Team provides emergency medical response, first aid, and emotional support.
The Child Care Team ensures that the children are well cared for while other teams are
carrying out their responsibilities. This may include evacuating the site with the children.
The Child Release Team assures that children and their parent/guardian(s) or authorized
adult (emergency contact) are reunited in a safe, organized manner. The team checks IDs
and emergency contact forms and documents for each released child: with whom they left,
what time they left, and where they are going.
The Logistics Chief manages the distribution of supplies and staff during the disaster. The
logistics chief reports directly to the IC.
The Supplies & Facilities Team coordinates supplies to assure supplies are best utilized and
last as long as needed. The team also obtains additional needed supplies as possible.
76
The Staffing Team coordinates the assignment of personnel (staff, children, disaster
volunteers) in support of an incident. The team keeps track of hours worked, assures
breaks are given to staff, and plans to send home staff as children leave.
The Planning/Administration Chief is responsible for the collection, evaluation,
documentation and use of information about the incident. The planning/administration
chief reports directly to the IC. This person maintains accurate records and a map of the
site and provides ongoing analysis of the situation (weather, light) and resource status. This
person is also responsible for maintaining financial records for the incident.
The Documentation Team ensures that all necessary information is reported and forms are
completed during the disaster or soon thereafter.
Standard ICS includes the jobs of Public Information Officer (PIO), Safety Officer, and Liaison, all
of whom report directly to IC and are assigned as needed
The Public Information Officer (PIO) provides single point of information about program;
communicates with staff, families, and, if necessary, the media. S/he also monitors the radio.
The Safety Officer assesses and monitors hazards and unsafe situations, and implements safety
solutions.
The Liaison serves as a point of contact for any assisting or coordinating agencies
A larger child care program may have a PIO or Safety Officer; otherwise, these duties may be
incorporated into other teams. For example, the Site/Facility Check & Security team may
perform the duties of the Safety Officer, and the Planning/Administration/Finance Chief may
handle communications.
It’s helpful to match staff with roles beforehand. (Discuss roles and responsibilities with each
individual staff member first.) That way, they can prepare more for the role they are likely to
assume. Understand that there will need to be some flexibility, as circumstances differ. If a
particular role isn’t needed, staff can be reassigned to where they would be most useful. Especially
in a small program, you may also want to recruit parents/guardians or community volunteers who
live or work nearby to fulfill some of these roles. If you get their volunteer paperwork completed
now, you’ll have fewer worries later.
In any case, educate your staff about the Incident Command System and your entire
disaster/emergency plan as soon as possible. Get everyone excited about making a difference.
With a little work now you’ll have much more positive outcomes later.
77
Organizational Chart – 4-7 People
For 6 people: 1 person is the IC; 2
people perform
Life Safety; 3 people are responsible for
Child Care
78
EDUCATION
Staff, children, and parents/guardians must be educated about your program’s disaster plan and
what is expected of them in the event of an emergency or disaster.
All adults should be reminded that children take their emotional cues from adults.
In general, calm (at least on the outside) adults = calm children.
Staff is educated about:
 Personal preparedness, including
o Emergency contacts
o Home/family plan
o 3-day supply of food and water at home
 Program’s emergency/disaster plan
 Personal role in plan & responsibilities before, during, & after disaster
 Safe actions to take in event of a fire or earthquake
 Reducing hazards in environment
 Controlling utilities
We educate staff throughout the year at staff meetings & annually.
Children are educated about:
 Safe actions to take in event of a fire or earthquake (if age-appropriate)
 We educate children during drills and throughout the year through learning activities.
Parents/guardians are educated about:
 The program’s plan, including
o Care provided to children in all circumstances
o Communication in case of a disaster
o Procedures for releasing children
We educate parents/guardians during enrollment orientation and through written
communication/parent handbook.
DRILLS
Drills provide people with the skills and confidence necessary to respond in an actual disaster
situation.
We practice 3 critical drills regularly to assure our staff and students are prepared to respond to
emergencies:
o Fire (Evacuation drill)...is practiced monthly, as required by WAC
o Earthquake (Drop, Cover & Hold)...is practiced twice a year.
o Lockdown (Secure building, stay together)... is practiced annually.
Lockdown is most often completed with just staff. If children are included, we use these
words, “Let’s practice being together and staying safe.” and parents/guardians are informed
prior to the drill and informed of exactly what to expect.
79
*Minimum licensing requirements for child care centers currently require quarterly disaster
drills. More frequent drills are recommended.
All of our drills are done with the intent to learn something more. We are thoughtful of what we
want to accomplish, and plan accordingly. Each time a drill is completed, we utilize a “Drill Record
Form” to keep a history of what’s been practiced, evaluate how it went, and plan for any needed
changes.
RESPONSE
It is helpful to know what disasters are most likely to happen in your area. The following
pages provide a response guide to the particular situations listed below (in alphabetical
order). This guide is a reference for responding to an incident. Situations and sites differ –
use your best judgment.
BOMB THREAT (p. 80)
CHEMICAL OR RADIATION EXPOSURE (p.80)
DANGEROUS PERSON (p. 81)
EARTHQUAKE (p. 81)
EVACUATION (p. 82)
FIRE (p. 83)
FLOOD (p. 84)
HEATWAVE (p. 84)
LANDSLIDE OR MUDFLOW (p. 85)
LIGHTNING (p. 86)
LOCKDOWN (p. 86)
MISSING OR KIDNAPPED CHILD (p. 87)
PANDEMIC FLU/CONTAGIOUS DISEASE (p. 87)
POWER OUTAGE (p. 88)
SEVERE STORM (p. 89)
SHELTER-IN-PLACE (p. 89)
TSUNAMI (p. 89)
VOLCANO (p. 90)
WINDSTORM (p. 90)
80
BOMB THREAT
Check caller ID if available.
Signal to another staff member to call 911, if able. (Write “BOMB threat” on piece of
paper, along with phone number on which call was received.)
Before you hang up, get as much information from caller as possible.
Ask caller:
 Where is the bomb?
 When is it going to explode?
 What will cause the bomb to explode?
 What does the bomb look like?
 What kind of bomb is it?
 Why did you place the bomb?
Note the following:
 Exact time of call
 Exact words of caller
 Caller’s voice characteristics (tone, male/female, young/old, etc.)
 Background noise
 Do not touch any suspicious packages or objects.
 Avoid running or anything that would cause vibrations in building.
 Avoid use of cell phones and 2-way radios.
 Confer with police regarding evacuation. If evacuation is required, follow
EVACUATION procedures.
CHEMICAL OR RADIATION EXPOSURE
 If emergency is widespread, monitor local radio for information and emergency
instructions.
 Prepare to SHELTER-IN-PLACE or EVACUATE, as per instructions.
 If inside, stay inside (unless directed otherwise).
 If exposed to chemical or radiation outside:
 Remove outer clothing, place in a plastic bag, and seal. (Be sure to tell emergency
responders about bag so it can be removed.)
 Take shelter indoors.
 If running water/shower is available, wash in cool to warm water with plenty of
soap and water. Flush eyes with plenty of water.
81
DANGEROUS PERSON
If a person at or near your program site is making children or staff uncomfortable,
monitor the situation carefully, communicate with other staff, and be ready to put your
plan into action.



Immediately let staff know of dangerous or potentially dangerous person.
Initiate LOCKDOWN.
Call 911 from a safe place.
If the person is in building:
 Try to isolate the person from children and staff.
 Do not try to physically restrain or block the person.
 Remain calm and polite; avoid direct confrontation.
If children are outside:
 and dangerous person is outside: Quickly gather children and return to
classrooms and initiate lockdown procedures. If this is not possible, evacuate to
designated evacuation site.
 and dangerous person is in the building: Quickly gather children and evacuate to
designated evacuation site.
If children are inside:
 Keep children in classrooms and initiate LOCKDOWN
EARTHQUAKE
Indoors:
 Quickly move away from windows, unsecured tall furniture, and heavy appliances.
 Everyone DROP, COVER, & HOLD.
o DROP to floor
o COVER head and neck with arms and take cover under heavy furniture or
against internal wall
o HOLD ON to furniture if under it and hold position until shaking stops
 Keep talking to children in calm manner until safe to move.
 Do not attempt to run or attempt to leave building while earth is shaking.
Outside:
 Move to clear area, as far as possible from glass, brick, and power lines.
 DROP & COVER.
82
After earthquake:
 Account for all children, staff, and visitors.
 Check for injuries and administer first aid as necessary. Call 911 for lifethreatening emergency.
 Expect aftershocks.
 Determine if evacuation is necessary and if outside areas are safe. If so, evacuate
building calmly and quickly.
 Escort children to designated meeting spot outside and account for all children,
staff, and visitors.
 Shut off main gas valve if you smell gas or hear hissing sound.
 Monitor radio for information and emergency instructions.
 Stay off all phones (for 3-5 hours) unless you have a life-threatening emergency.
 Call out-of-area contact when possible to report status and inform of immediate
plan.
 Remain outside of building until it has been inspected for re-entry.
EVACUATION
On site:
 Escort children to designated meeting spot, taking:
 Attendance sheets
 Emergency contact information*
 First aid kit*
 Critical and rescue medications (including EpiPens and asthma inhalers) and
necessary paperwork*
 Cell phone
 Food, water, and diapers*.
 If safe to do so, search all areas, (bathrooms, closets, play structures, etc.), to
ensure that all have left the building.
 Account for all children, staff, and visitors.
Our pre-planned, on-site evacuation place is: Side walk outside of
Head Start East Building
Off site:
 Escort children to designated meeting spot.
 Search all areas, including bathrooms, closets, playground structures, etc., to
ensure that all have left the building.
 Account for all children, staff, and visitors.
83










Leave note at program site indicating where you are going.
Evacuate to safe location, taking:
Attendance sheets
Emergency contact information*
First aid kit*
Critical and rescue* medications (including EpiPens and asthma inhalers) and
necessary paperwork
Cell phone
Food, water, and diapers*
Battery-operated radio.
Once out of danger, contact parents/guardians or emergency contacts. If
unable to get through, phone out-of-area emergency contact or 911 to
let them know of your location.
Our pre-planned, off-site evacuation places are: LCC Myklebust
Gymnasium
*Include in “grab and go” backpack next to exit door for quick and easy
access.
**Circumstances of any given disaster may necessitate changing evacuation site.
The Incident Commander (or Director) is responsible for identifying an alternate
location, if needed. Post evacuation location on main door to program or
previously designated place.
FIRE








Activate fire alarm or otherwise alert staff that there is a fire (yell, whistle).
Evacuate the building quickly and calmly:
o If caught in smoke, have everyone drop to hands and knees and crawl to exit.
o Pull clothing over nose and mouth to use as a filter for breathing.
If clothes catch fire, STOP, DROP, & ROLL until fire is out.
Take attendance sheets and emergency forms, if immediately available.
Have staff person check areas where children may be located or hiding before
leaving building.
Gather in meeting spot outside and account for all children, staff, and visitors.
Call 911 from outside of building.
Do not re-enter building until cleared by fire department.
84
Have a fire plan and make sure everyone is familiar with it. Practice fire drills every
month!
FLOOD
Flood Watch: flooding may occur in your area.
Flood Warning: flooding will occur or is occurring in your area.
If flooding is in area:
 Determine if program should be closed.
 Notify parents/guardians to pick up or not drop off children if program is to be
closed.
 Monitor radio for storm updates and any emergency instructions.
If site is in (imminent) danger of being flooded:
 Escort children to designated meeting spot.
 Search all areas, including bathrooms, closets, playground structures, etc., to
ensure that all have left the building.
 Account for all children, staff, and visitors.
 Leave note at program site indicating where you are going.
 EVACUATE to safe location on higher ground, taking:
o Attendance sheets
o Emergency contact information
o First aid kit
o Critical & rescue medications (including asthma meds, EpiPens) and
forms
o Cell phone
o Food, water, and diapers
o Battery-operated radio.
 Do not try to walk or drive through flooded areas.
 Stay away from moving water and downed power lines.
 Once out of danger, contact parents/guardians or emergency contacts. If unable
to get through, phone out-of-area emergency contact or 911 to let them know of
your location.
 If you have come into contact with floodwaters, wash hands well with soap and
water.
 Throw away food that has come into contact with floodwaters.
Consult with local health department regarding cleanup measures.
HEAT WAVE
 Limit outdoor play when heat index is at or above 90°F.
 Ensure everyone drinks plenty of water.
85

Remove excess layers of clothing. (Encourage parents/guardians to dress children
in lightweight, light-colored clothing.)
 Keep movement to a minimum.
Be alert for signs of:
Heat Exhaustion:
 cool, moist, pale, or flushed skin
 heavy sweating
 headache
 nausea
 dizziness
 exhaustion
 normal or below normal body temperature
Administer first aid – take steps to cool person down – and call for help, if
necessary.
Heat Stroke:






very high body temperature (>102ºF axillary)
hot, red skin either dry or moist from exercise
changes in consciousness
weak rapid pulse
rapid, shallow breathing
vomiting
Call 911 immediately and take steps to cool person down
Please note:
Children may not adapt to extremes of temperature as effectively as adults because
they produce more heat (relatively) than adults when exercising and have a lower
sweating capacity.
LANDSLIDE OR MUDFLOW
LANDSLIDES are generally associated with heavy rainfall and rapid
snowmelt.
MUDFLOWS are fast-moving landslides that usually begin on steep
hillsides. (Volcanic eruption may also cause
mudflows.)
Recognize signs of slides:
▪ unusual sounds outside, such as rumbling, trees cracking, or
rocks colliding
▪ new cracks appearing in building
▪ fences, poles, trees tilting or moving
86
EVACUATE, if possible.
If too late to evacuate:
Indoors: Take cover under sturdy furniture.
Outside: Get out of path of slide.
 Run to high ground (uphill), away from slide.
 If debris approaching, run for cover of trees or building.
 If escape not possible, curl into ball and protect head.




Account for all children, staff, and visitors.
Check for injured or trapped persons near slide area, but stay clear of danger and
await rescue personnel.
Stay away from slide area – additional slides may follow.
Be alert for flooding, which may follow slide.
LIGHTNING
Indoors:
 Avoid use of telephone, electrical appliances, and plumbing as much as
possible. (Wires and metal pipes can conduct electricity.)
 Move away from windows. Cover windows with shades or blinds, if
available.
Outside: Seek shelter inside an enclosed building.
LOCKDOWN










Lock outside doors and windows.
Close and secure interior doors.
Close any curtains or blinds.
Turn off lights.
Keep everyone away from doors and windows. Stay out of sight, preferably
sitting on floor.
Bring attendance sheets, first aid kits, pacifiers and other comforting items, and
books to lockdown area, if possible.
Maintain calm atmosphere in room by reading or talking quietly to children.
If phone is available in classroom, call 911 to ensure emergency personnel have
been notified.
Remain in lockdown until situation resolved.
Notify parents/guardians about any lockdown, whether practice or real.
87
MISSING OR KIDNAPPED CHILD
MISSING CHILD
 Search program site, including all places a child may hide and nearby bodies of water.
 Contact parent(s)/guardian(s) to determine if child is with family.
 Call 911 with:
 Child’s name and age
 Address of program
 Physical description of child
 Description of child’s clothing
 Medical condition of child, if appropriate
 Time and location child was last seen
 Person with whom child was last seen.
 Have child’s information, including photo, available for police when they arrive.
 Continue to search in and around site for child.
KIDNAPPED CHILD
 Call 911 with:
o Child’s name and age
o Address of program
o Physical description of child
o Description of child’s clothing
o Medical condition of child, if appropriate
o Time and location child was last seen
o Person with whom child was last seen.
Have child’s information, including photo, available for police when they arrive.
Parent(s)/guardian(s) should be contacted by police to explain situation.
Help to prevent kidnapping:
o Do not release child to anyone other than parent, guardian, or designated
emergency contact.
o Call 911 if adults or children express concern about a person at or near
program site.
o Encourage parents and guardians to make you aware of any custody disputes,
which may put child at risk for kidnapping.
PANDEMIC FLU/CONTAGIOUS DISEASE
88
 Wash hands well and often.
 Remind parents and guardians that emergency contact information must be
current and complete.
 Enforce illness exclusion policies for children and staff - insist that sick children
and staff stay home or go home.
 Have and follow a plan to keep ill children away from well children while they
are waiting to go home.
 Keep an illness log of sick children and staff - those sent home and those kept at
home.
 Close rooms as necessary due to staff illness (to maintain safe ratios).
 Reinforce teaching about good respiratory etiquette:
▪ Use a tissue (or a sleeve, in a pinch) to catch a sneeze or cough.
▪ Throw used tissues in a hands-free trash can.
▪ Wash your hands after using a tissue or helping a sick child.
 Monitor local and state Public Health websites and other news media for
current pandemic flu status information, recommendations, and instructions.
POWER OUTAGE
Determine why power is out.
If electrical problems are in building: Take out flashlights and prepare to EVACUATE.
If severe weather caused outage:
o Take out flashlights. (Do not use candles or any alternate lighting source with a
flame.)
o Account for all children, staff, and visitors.
o Report power outage to power company on hard-wired phone.
o Do not call 911, except to report an emergency.
o Turn off or disconnect any appliances, electrical equipment, or electronics that
were in use.
o Leave one light on to indicate when power returns.
o Keep refrigerator and freezer doors closed.
If weather is cold:
o Ensure everyone is wearing several layers of warm, dry clothing.
o Have everyone move to generate heat. (Lead the class in physical activity or
movement games.)
o Never use oven as source of heat.
o Never burn charcoal for heating or cooking indoors.
o Only use an available generator outdoors and far from open windows and vents.
89
If weather is hot:
o Move to lower floors, if possible.
o Remove excess layers of clothing.
o Ensure everyone drinks plenty of water.
SEVERE STORM
STORM WATCH: storm may affect area
STORM WARNING: storm will soon be in or already is in area
o Determine if program should be closed.
o Notify parents/guardians to pick up or not drop off children if program is to be
closed.
o Monitor radio for storm updates and emergency instructions.
o Use telephone for essential communication only.
SHELTER-IN-PLACE
o Gather everyone inside.
o Shut down ventilation system, fans, clothes dryer.
o Close doors and close and lock windows.
o Gather all children, staff, and visitors in room(s) with fewest doors and windows
toward center of building.
o Bring attendance sheets, first aid kits, and emergency supplies.
o Account for all children, staff, and visitors.
o Close off non-essential rooms. Close as many interior doors as possible.
o Seal off windows, doors, and vents as much as possible.
o Monitor radio for information and emergency instructions.
o Phone out-of-area emergency contact.
TSUNAMI
If your program is located in a tsunami hazard area:
o Know: ▪ height of your street above sea level _____
 ▪ distance of your street from coast or other high-risk waters
_____Evacuation orders may be based on these numbers.
o Have a plan for rapid EVACUATION out of hazard area.
o Practice your tsunami evacuation route with staff.
o Be aware of signs that a tsunami may be approaching:
▪ Noticeable rapid rise or fall in coastal waters.
▪ Strong earthquake lasting 20 seconds or more near the coast.
In case of strong earthquake lasting 20 seconds or more near the coast:
o Drop, cover, and hold.
90
o When shaking stops, gather children and staff and EVACUATE quickly to higher
ground away from coast.
o If you learn that an area has experienced a large earthquake, even if you do not
feel shaking, listen to local radio station or NOAA Weather Radio for information
from the Tsunami Warning Centers.
TSUNAMI WARNING: Tsunami expected. Full evacuation suggested.
TSUNAMI WATCH: Danger level not yet known. Stay alert for more information
and prepare to evacuate.
A tsunami is a series of waves that may continue for hours.
Wait for official notification before returning to site.
VOLCANO
 Monitor radio for information and emergency instructions.
 If there is ashfall in your area, be prepared to stay indoors.
 EVACUATE if advised to do so by authorities.
Indoors:
o Close all windows and doors.
o Closely monitor anyone who has asthma or other respiratory difficulties – follow
care plan.
o Ensure that infants and those with respiratory difficulties avoid contact with ash.
Outside:
o
Cover nose and mouth.
o
Wear goggles to protect eyes.
o
Keep skin covered with clothing.
Avoid driving in heavy ash fall – driving will stir up ash and stall vehicles.
Clear roofs of ash fall. (Do not allow accumulation of more than 4 inches.)
Be aware that volcanoes are often accompanied by:
▪ Earthquakes ▪ Ash fall & acid rain ▪ Landslides & rock falls
▪ Mudflows & flash floods ▪ Tsunamis
WINDSTORM
Indoors: Move away from windows. Cover windows with shades or blinds, if
available. Consider moving to interior rooms/hall and lower floors.
Outside: Move indoors, avoiding any downed power lines or trees.
91