Updated August 1, 2017 WICHITA PUBLIC SCHOOLS: GUIDELINES FOR VISITING AND RESIDENT PETS

Transcription

1 Updated August 1, 2017 WICHITA PUBLIC SCHOOLS: GUIDELINES FOR VISITING AND RESIDENT PETS ENVIRONMENTAL SERVICES DEPARTMENT 3850 N. HYDRAULIC WICHITA, KS TELEPHONE: (316) FAX: (316)

2 WICHITA PUBLIC SCHOOLS GUIDELINES FOR VISITING AND RESIDENT PETS Introduction... 3 Animals that are Unacceptable for School Visits... 3 Special Conditions for Specific Animals... 4 Suggested Animals for Use in Schools... 5 General Guidelines for Animals that are Allowed to Visit Schools... 5 Proper Restraint of Animals... 6 Student Contact with Animals... 6 Student Cleaning of Cages and Aquaria... 7 Humane Treatment... 7 School Health and Hygiene...7 Conclusion... 7 APPENDICES: I. National Science Teachers Association Position Statement for Responsible Use of Live Animals and Dissection in the Science Classroom..9 II. National Association of Biology Teachers Position Statement: The Use of Animals in Biology Education III. Proper Hygienic Methods of Handling Reptiles and Amphibians IV. Proper Hygienic Methods of Cleaning Reptile and Amphibian Cages and Terrariums V. Microbiology Learning Activities-Health and Safety Protocols..13 VI. USD 259 Therapy Dog Requirements & Protocols

3 Introduction The purpose of these guidelines is to provide information to promote safety for instructors and students when animals are brought into the classroom. Animals are part of our daily lives; they can be used effectively as teaching aids, and the positive benefits of the human-animal bond are well established. However, the special situation of classrooms necessitates certain safeguards. Inadequate understanding of animal disease and behavior can lead to unnecessary risks for children and animals alike. These guidelines are designed to promote a better understanding of: 1. Which animals may represent a health hazard and are not safe to bring in classrooms, 2. Health considerations when handling animals which have the potential to transmit disease, 3. Safety precautions for introducing animals into classrooms, 4. How to properly handle animal wastes to limit the spread of disease from animals to humans. Animals that are Unacceptable For School Visits 1. Wild animals Defining a wild animal is difficult and subjective. For the purposes of these guidelines, a wild animal is any mammal that is NOT one of the following: a. Domestic dog b. Domestic cat c. Domestic ferret d. Domestic ungulate (e.g. cow, sheep, goat, pig, horse) e. Domestic rabbit f. Pet rodent (e.g. mice, rats, hamsters, gerbils, guinea pigs, chinchillas) Wild animals pose a risk for transmitting rabies as well as other zoonotic diseases (i.e. diseases which can be transferred from animals to humans) and should never be brought into schools or handled by children. In Kansas it is unlawful to possess skunks, foxes, raccoons, and coyotes as pets. Wild animals behavior also tends to be unpredictable. A wild animal that has been raised in captivity is still a wild animal. Domestication takes thousands of years, not just a generation or two. Exceptions to this recommendation include those instances when the wild animals are presented at schools by a professional who has experience handling wildlife, and are displayed in enclosed cages which prevent contract between the animal and children. At all times, the wild animal should be either contained or controlled by the presenter. Because of the high incidence of rabies in bats, raccoons, skunks, and wild carnivores (such as lions, tigers, and bears) these animals should not be permitted on school grounds under any circumstances. 2. Poisonous animals Spiders, venomous insects, poisonous reptiles and poisonous amphibians should be prohibited from being brought onto school grounds. Exceptions to this recommendation include those instances when these animals are presented at schools by a professional who has experience handling them, and are 3

4 displayed in cases which provide a physical barrier between the animal and the children (e.g. animal is enclosed behind sturdy glass or plastic). Poisonous animals are not to be handled by children. 3. Reptiles (Including non-poisonous snakes, lizards, and iguanas) and amphibians Non-poisonous reptiles and amphibians are acceptable with appropriate hygiene for students and employees. Because of the possible risk of salmonellosis, iguanas and turtles are not acceptable except when presented by professionals and they are not handled by children. 4. Wolf-dog hybrids These animals are crosses between a wolf and a domestic dog and have shown a propensity for aggression, especially toward young children. Therefore, they should not be allowed on school grounds. 5. Stray animals Stray animals should never be brought onto school grounds because the health and vaccination status of these animals is unknown. 6. Baby chicks and ducks The chick incubation project is a worthwhile, educational project; but it is strictly up to the principal and teacher to choose to participate. Those choosing to participate must follow these guidelines: a. Students should only observe the project. Students are not to touch the eggs or chicks. If by chance students touch the eggs or chicks, they should wash their hands with soap and water. b. Teachers/adults should be the only ones turning or handling the eggs and chicks. c. Teachers/adults should wear disposable gloves when handling the eggs/chicks. If gloves are not available, teacher/adults should wash their hands with soap and water before and after handling the eggs and chicks. d. Teachers/adults should clean animal cages and dispose of animal wastes. Animal wastes should be disposed of where students cannot come into contact with the animal wastes. e. After the chick incubation project, chicks should be given to the Extension Service or placed on a farm. Only adults should transport chicks. f. Do not give the chicks to the children. 7. Aggressive animals Animals, which are bred or trained to demonstrate aggression towards humans or other animals, or animals, which have demonstrated such aggressive behavior in the past, should not be permitted on school campuses. Aggressive, unprovoked, or threatening behavior should mandate the animal s immediate removal. Exceptions may be sentry or canine corps dogs for demonstration that are under the control of trained military or law enforcement officials. Special Conditions For Specific Animals Specific recommendations should be observed for the following animals because of zoonotic diseases that they may carry or because of certain tendencies: 1. Psittacine birds Because psittacine birds such as parrots, conures and parakeets carry zoonotic diseases such as psittacosis (Chlamydia psittaci, parrot fever), such birds (parrots, parakeets, budgies, and cockatiels) should not be handled by children. Birds showing any signs of illness should not be brought into school. Psittacine birds may be brought to school as long as their cages are clean and the bird s wastes can be contained, such as within a cage. Psittacine birds temporarily housed on school property in cages should be treated 4

5 prophylactically with appropriate tetracyclines for psittacosis for 45 days prior to entering the premises. 2. Ferrets Ferrets can be allowed to visit school classrooms, but the person responsible for them must handle them. Because of their propensity to bite when startled, ferrets are not to be handled by children and are not to be permanently housed at the school building. 3. Fish Disposable gloves should be worn when cleaning aquarium. Used tank water should be disposed of in sinks that are not used for food preparation, or for obtaining water for human consumption. 4. Service Dogs, Law Enforcement Dogs and Therapy Dogs All dogs that assist the disabled are to have access to the school building and grounds. (see KSA et seq.) Law enforcement dogs may be allowed on school grounds provided they are part of a recognized school activity or are part of a law enforcement investigation. Therapy Dogs can be used in school buildings provided: All of the required paperwork has been received (i.e. application, veterinarian health certificate, certificate of graduation, passed and signed assessment for Part A & B, etc.) The building principal has given his/her written approval and reviewed the policies with the dog handler, and, Copies of these documents have been received by the Environmental Services office. These documents should also be placed in the building(s) served by the Dog Handler. The specific requirements for Professional Therapy Dogs are found in Appendix V and should be followed closely. Suggested Animals for Use in Schools The following is a list of animals that are appropriate pets to be housed in schools: 1. Small pet rodents (e.g. mice, rats, hamsters, gerbils, guinea pigs, chinchillas) 2. Pet rabbits 3. Aquarium fish (salt or fresh water) 4. Non-psittacine cage and aviary birds (e.g. canaries, finches mynahs, diamond doves) All animals housed in schools should be provided an appropriate environment (e.g. secure housing, suitable temperature, adequate exercise) and a proper diet. In addition, there should be a plan for the continued care of these animals during the days that school is not in session. Consultation with a veterinarian is advised to help with environmental and nutritional needs and provide care in the event of illness or injury to the animal. General Guidelines for Animals That Are Permitted to Visit Schools It is important that animals that are brought onto school campuses be clean and healthy so that the risk of transmitting diseases is minimal. Children tend to be more susceptible to zoonotic diseases and parasitic infections than adults also because of their lack of handwashing and greater propensity for putting hands in their mouths. Therefore, animals that are brought to school should be clean and free of disease and external parasites such as fleas, ticks and mites, to decrease the likelihood of the animal transmitting these agents or vectors to the students. Visiting animals should be restricted to an area designated by the principal or administrator. Kittens and puppies are appropriate only for short classroom visits. The following are specific recommendations for some common-visiting animals: 1. Verified rabies vaccination Current rabies vaccination by a licensed veterinarian should be documented for all dogs, cats and ferrets brought onto the school campus for 5

6 instructional purposes. Dogs and cats under three months of age or not vaccinated against rabies should not be handled by children. 2. Health certificates for dogs A health certificate signed by a licensed veterinarian showing proof of current vaccination against canine distemper, canine hepatitis, leptospirosis, parainfluenza, bordatella, and rabies should be available. Animals must have had a negative fecal exam or proof of successful treatment for internal parasites in the past year. The animal should be free of external parasites such fleas, ticks, and mites and free of obvious skin lesions. Dogs over four months of age should be housebroken. 3. Health certificates for cats A health certificate which is signed by a licensed veterinarian showing proof of current vaccination against feline panleukopenia (feline distemper), rhinotracheitis calicivirus, chlamydia, feline leukemia and rabies should be available. Animals must have had a negative fecal exam or proof of successful treatment for internal parasites in the past year. The animal should be free of external parasites such as fleas, ticks, and mites and free of obvious skin lesions. 4. Health certificates for ferrets A health certificate, which is signed by a licensed veterinarian showing proof of current vaccination against canine distemper and rabies, should be available. Animals must have had a negative fecal exam or proof of successful treatment for internal parasites in the past year. The animal should be free of external parasites such as fleas, ticks, and mites and be free of obvious skin lesions. Proper Restraint of Animals Because animals may react strangely to classroom situations, it is important to have an effective way to control them. Fear may cause an animal to attempt to escape or even act aggressively in situations, which are unusual to them (the flight or fight phenomenon). Appropriate restraint devices will allow the holder to react quickly and prevent harm to students or escape of the animal. Collars and Leashes Dogs, cats, and ferrets should be wearing a proper collar, harness, and/or leash when on the school campus or in the classroom so they can be easily controlled. Household rope or string is not an appropriate restraint tool. The owner or responsible person should stay with the animal during its visit to the school. No animal should be allowed to roam unrestrained on the school campus or in the classroom. 1. Pet birds Pet birds should never be allowed to fly free in a classroom. 2. Designated areas All animals should be restricted to the area designated by the principal or administrator. In school facilities in which the common dining area is also used as an auditorium, gymnasium or multipurpose room animals may be allowed in the area at times other than meals if: a. effective partitioning or self-closing doors separate the area from food storage and food preparation areas; b. condiments, equipment, and utensils are stored in enclosed cabinets or removed from the area when animals are present; and c. dining areas, including tables, countertops, and similar surfaces are effectively cleaned before the next meal service. Cleaning should be done with a 10% bleach solution or commercial disinfectant. Animals should not be in dining areas during mealtimes. 3. Estrus Female dogs and cats should be determined not to be in estrus (heat) at the time of the visit. Student contact with Animals Increased activity and sudden movements can make animals feel threatened, so all student contact with animals should always be supervised and conform to a few basic rules. Even very tame animals may act aggressively in strange situations. 6

7 1. Animal bites can usually be avoided if students are kept in small groups. 2. Rough play or teasing should absolutely not be allowed. 3. Children should not be allowed to feed pets directly from their hands. 4. Small animals such as rabbits, hamsters, gerbils, and mice should be handled very gently. Rabbits rarely like to be held and will struggle to free themselves. Rodents may bite when they feel threatened, but rabies postexposure prophylaxis is almost never warranted with small rodent bites. 5. Children should be discouraged from kissing animals or having them in close contact with their faces. 6. Education with animals should be used to re-emphasize proper hygiene and handwashing recommendations. All children who handle animals should be instructed to wash their hands immediately after handling them. 7. Animals should not be allowed in the vicinity of sinks where children wash their hands, or in any areas where food is prepared, stored, or served. Animals should not be kept in areas used for cleaning or storage of food utensils or dishes. Animals should also be restricted from nursing stations or sterile and clean supply rooms. 8. Do not allow cats or dogs in sandboxes where children play. 9. Immunocompromised students (e.g. children with organ transplants, children currently receiving cancer chemotherapy or radiation therapy) may be especially susceptible to zoonotic diseases; therefore, special precautions may be needed to minimize the risk of disease transmission to these students. Consultation with the child s parents about precautionary measures is strongly advised. Student Cleaning of Cages and Aquaria High school and middle school students may clean animal cages and aquaria using appropriate protocols (see appendix) provided that the work is under the supervision of a professional. Elementary students should not be utilized to clean cages and aquaria. Humane Treatment To avoid the intentional or unintentional abuse, mistreatment, or neglect of animals, the humane care and husbandry recommendations of the National Association of Biology Teachers and the National Science Teachers Association should be adopted (See appendix). School Health and Hygiene It is important that all areas where animals are housed is free of nuisance odors and does not present an indoor air quality concern for building occupants. Conclusion Animals can serve as excellent teaching tools, and students love to have them visit the classroom. When using animals as an instructional aid, the objective should always be well planned in advance. By following the above recommendations, the use of animals in the classroom can be made safe and enjoyable for both the animals and the children. 7

8 APPENDICES 8

9 NSTA Position Statement Responsible Use of Live Animals and Dissection in the Science Classroom Introduction NSTA supports the decision of science teachers and their school or school district to integrate live animals and dissection in the K 12 classroom. Student interaction with organisms is one of the most effective methods of achieving many of the goals outlined in the National Science Education Standards (NSES). To this end, NSTA encourages educators and school officials to make informed decisions about the integration of animals in the science curriculum. NSTA opposes regulations or legislation that would eliminate an educator's decision-making role regarding dissection or would deny students the opportunity to learn through actual animal dissection. NSTA encourages districts to ensure that animals are properly cared for and treated humanely, responsibly, and ethically. Ultimately, decisions to incorporate organisms in the classroom should balance the ethical and responsible care of animals with their educational value. While this position statement is primarily focused on vertebrate animals, NSTA recognizes the importance of following similar ethical practices for all living organisms. Including Live Animals in the Classroom NSTA supports including live animals as part of instruction in the K-12 science classroom because observing and working with animals firsthand can spark students' interest in science as well as a general respect for life while reinforcing key concepts as outlined in the NSES. NSTA recommends that teachers Educate themselves about the safe and responsible use of animals in the classroom. Teachers should seek information from reputable sources and familiarize themselves with laws and regulations in their state. Become knowledgeable about the acquisition and care of animals appropriate to the species under study so that both students and the animals stay safe and healthy during all activities. Follow local, state, and national laws, policies, and regulations when live organisms, particularly native species, are included in the classroom. Integrate live animals into the science program based on sound curriculum and pedagogical decisions. Develop activities that promote observation and comparison skills that instill in students an appreciation for the value of life and the importance of caring for animals responsibly. Instruct students on safety precautions for handling live organisms and establish a plan for addressing such issues as allergies and fear of animals. Develop and implement a plan for future care or disposition of animals at the conclusion of the study as well as during school breaks and summer vacations. Espouse the importance of not conducting experimental procedures on animals if such procedures are likely to cause pain, induce nutritional deficiencies, or expose animals to parasites, hazardous/toxic chemicals, or radiation. Shelter animals when the classroom is being cleaned with chemical cleaners, sprayed with pesticides, and during other times when potentially harmful chemicals are being used. Refrain from releasing animals into a non-indigenous environment. Dissection NSTA supports each teacher's decision to use animal dissection activities that help students 1. develop skills of observation and comparison, 2. discover the shared and unique structures and processes of specific organisms, and 3. develop a greater appreciation for the complexity of life. It is essential that teachers establish specific and clear learning goals that enable them to appropriately plan and supervise the activities. 9

10 NSTA recognizes science educators as professionals. As such, they are in the best position to determine when to use or not use dissection activities. NSTA encourages teachers to be sensitive to students views regarding dissection, and to be aware of students beliefs and their right to make an informed decision about their participation. Teachers, especially those at the primary level, should be especially cognizant of students ages and maturity levels when deciding whether to use animal dissection. Should a teacher feel that an alternative to dissection would be a better option for a student or group of students, it is important that the teacher select a meaningful alternative. NSTA is aware of the continuing development and improvement of these alternatives. Finally, NSTA calls for more research to determine the effectiveness of animal dissection activities and alternatives and the extent to which these activities should be integrated into the science curriculum. Regarding the use of dissection activities in school classrooms, NSTA recommends that science teachers Be prepared to present an alternative to dissection to students whose views or beliefs make this activity uncomfortable and difficult for them. Conduct laboratory and dissection activities with consideration and appreciation for the organism. Plan laboratory and dissection activities that are appropriate to the maturity level of the students. Use prepared specimens purchased from a reputable and reliable scientific supply company. An acceptable alternative source for fresh specimens (i.e., squid, chicken wings) would be an FDA-inspected facility such as a butcher shop, fish market, or supermarket. The use of salvaged specimens does not reflect safe practice. Conduct laboratory and dissection activities in a clean and organized work space with care and laboratory precision. Conduct dissections in an appropriate physical environment with the proper ventilation, lighting, furniture, and equipment, including hot water and soap for cleanup. Use personal safety protective equipment, such as gloves, chemical splash goggles, and aprons, all of which should be available and used by students, teachers, and visitors to the classroom. Address such issues as allergies and squeamishness about dealing with animal specimens. Ensure that the specimens are handled and disposed of properly. Ensure that sharp instruments, such as scissors, scalpels, and other tools, are used safely and appropriately. Base laboratory and dissection activities on carefully planned curriculum objectives. Adopted by the NSTA Board of Directors, June 2005 Revised: March 2008 References National Research Council. (1996). National science education standards. Washington, DC: National Academy Press. Additional Resources Cross, Tina R Scalpel or mouse: A statistical comparison of real and virtual frog dissections. The American Biology Teacher, 66(6): Institute of Laboratory Animal Resources, Commission on Life Sciences, National Research Council, National Academy of Sciences, National Academy of Engineering Principles and Guidelines for the Use of Animals in Precollege Education. dels.nas.edu/ilar/prin_guide.asp. Kinzie, M. B., R. Strauss, and J. Foss The effects of an interactive dissection simulation on the performance and achievement of high school students. Journal of Research in Science Teaching 30(8): Kwan, T., and J. Texley. National Science Teachers Association Exploring safely; A guide for elementary teachers. Arlington, VA: NSTA Press. Kwan, T., and J. Texley. National Science Teachers Association Inquiring safely; A guide for middle school teachers. Arlington, VA: NSTA Press. Madrazo, G The debate over dissection: Dissecting a classroom dilemma. The Science Educator(NSELA). EJ National Science Teachers Association Safety and School Science Instruction, an NSTA Position Statement. Texley, J., T. Kwan, and J. Summers. National Science Teachers Association Investigating safely; A guide for high school teachers. Arlington, VA: NSTA Press. National Science Teachers Association Safety and School Science Instruction, an NSTA Position Statement. 10

11 Position Statement from the National Association of Biology Teachers The Use of Animals in Biology Education The Use of Animals in Biology Education The study of organisms, including nonhuman animals, is essential to the understanding of life on Earth. NABT recommends the prudent and responsible use of animals in the life science classroom. Biology teachers should foster a respect for life and should teach about the interrelationship and interdependency of all things. Classroom experiences that involve nonhuman animals range from observation to dissection. As with any instructional activity, the use of nonhuman animals in the biology classroom must have sound educational objectives. Any use of animals must convey substantive knowledge of biology and be appropriate for the classroom and for the age of the students. Biology teachers are in the best position to make this determination for their students. NABT encourages the presence of live animals in the classroom with appropriate consideration to the age and maturity level of the students (elementary, middle school, high school, or college). NABT supports experiences with live animals when these experiences are conducted within the established guidelines of proper care and use of animals, as developed by the scientific and educational community. (See the "Principles and Guidelines for the Use of Animals in Precollege Education" of the Institute of Laboratory Animals Resources of the National Research Council). [footnote 1] The classroom teacher is responsible for determining what activities will be most effective in meeting the educational objectives of a class. NABT encourages teachers to be approachable and responsive to substantive student objections to dissection and to provide appropriate lessons for those students. At the same time, NABT urges teachers to be aware that alternatives to dissection have their limitations. NABT supports the use of these materials as adjuncts to the educational process but not as exclusive replacements for the use of actual organisms. Adopted by the Board of Directors, August This policy supersedes and replaces all previous NABT statements regarding animals in biology education. 11

12 PROPER HYGIENIC METHODS In General Teachers should insure that all students have washed hands after handling any animal and provide instruction to students regarding the risk of disease exposure from hand to mouth, eye, or nose contact. PROPER HYGIENIC METHODS OF HANDLING REPTILES AND AMPHIBIANS 1. Wash hands before handling. 2. Wear latex type gloves. 3. Wash hands and gloves after handling. 4. Use disinfectant soap and/or rinse. PROPER HYGIENIC METHODS OF CLEANING REPTILE AND AMPHIBIAN CAGES AND TERRARIUMS 1. Wash hands before handling. 2. Wear latex type gloves. 3. Wear dust mask. 4. Dump cage waters into the septic server system. 5. Clean cage and sands/gravels with disinfectant solution. (A 1:10 bleach solution can be used followed by a thorough rinse. 6. Clean and plain water rinse amphibians and semi-aquatic reptiles. Washcloth wipe down other reptiles. 7. Discard rinse and disinfect washcloths, towels, buckets. 8. Wash hands and gloves using a disinfectant soap or detergent. 12

13 Microbiology Learning Activities Health and Safety Protocols Environmental Services Department 1. Teachers and nurses interested in microbiology experiments must receive current and applicable training for the planned laboratory experiments, appropriate protocols for culturing microorganisms in the classroom, and the prescribed disposal procedures. 2. Instructional staff may only use cultures of organisms that are obtained from scientific supply companies that market these organisms for instructional use. In all instances, cultures shall have a low health risk for students and staff. 3. Cultures obtained from students and classroom surfaces are expressly prohibited. 4. All microbiology experiments and demonstrations must be approved by Learning Services. 5. Live bacterial and yeast cultures may be used in the high schools but are prohibited from use in elementary and middle school classrooms. Elementary Schools and middle schools may use prepared slides purchased from scientific supply vendors. 13

14 Professional Therapy Dog Requirements and Protocols 1) Intent: The intent of this policy is to clarify the definition and the use of therapy dogs in USD 259 (Wichita) school system. The use of therapy dog teams in the USD 259 school system is a privilege allowed based on the proper adherence to district policy and procedure. 2) Why? Why do we need a Therapy Dog Policy? a) To ensure proper training and use of therapy dog teams b) To ensure the safety of students and staff c) To ensure the best possible treatment of the dogs providing such useful service. Note: With adoption of this policy, there may be changes in some schools from previous years. There is no grandfathering of dog handlers or dogs with this policy. To achieve complete uniformity and safety for students and staff, all dog teams must go through this process to be eligible for this privilege. 3) Definition a) Professional therapy dog means a dog which is selected, trained and tested to provide specific physical or therapeutic functions, under the direction and control of a qualified handler who works with the dog as a team, and as a part of the handler's occupation or profession. Such dogs, with their handlers, perform such functions in institutional settings, community based group settings, or when providing services to specific persons who have disabilities. "Professional therapy dog" does not include dogs, certified or not, which are used by volunteers for pet visitation therapy (legal definition from K.S.A ). Key Features of using a therapy dog in an education program are: 1. It is designed to promote improvement in human physical, social, emotional, and/or thinking and intellectual skills. 2. The process is documented and evaluated. 3. It is goal directed; there is a specific end in mind, such as improvement in verbal skills, attention span, etc. b) Dog Handler - a person who is a certificated/licensed staff member (permanent employee) within the USD 259 school system who has been trained and tested as part of a therapy dog team by an organization listed in USD 259 policy. c) Therapy Dog Team a dog handler and a therapy dog; both of which have been trained and tested as a therapy dog team by an organization listed in USD 259 policy. d) Other dogs other dogs that are not a therapy dog, in a classroom setting, will be subject to the Animals in a Classroom policy. e) Bite - defined as the dog s teeth having broken the skin or caused a bruise. 4) Clarification of rights: Many people are under the mistaken impression that therapy animals and their handlers have the same rights of access as people with disabilities who use service animals. Service animals are vitally important to those people with disabilities who have one. Under the Americans with Disabilities Act, a person with a disability is entitled to take a service animal with him or her wherever it is needed. A therapy dog performs its tasks by permission or invitation. Most facilities, as with USD 259, require some paperwork for a therapy dog to begin doing its job within the facility. Professional therapy dogs by Kansas State Law definition are NOT accorded the same rights as assistance or service dogs. Kansas Statute states: a) Professional therapy dog means a dog which is selected, trained and tested to provide specific physical or therapeutic functions, under the direction and control of a qualified handler who works with the dog as a team, and as a part of the handler s occupation or profession. Such dogs, with their handlers, perform such functions in institutional settings, community based group settings, or when providing services to specific persons 14

15 who have disabilities. Professional therapy dog does not include dogs, certified or not, which are used by volunteers for pet visitation therapy. b) Assistance dog means any guide dog, hearing assistance dog or service dog. Professional Therapy Dogs in USD 259 pass a Facilities Access Test to permit them in USD 259 facilities where they are appropriate but this does not give these dogs automatic access to all public places or businesses in general. 5) Prerequisites (A) Paperwork; a copy of all required paperwork will be kept on file in the building(s) where the therapy dog team works; a copy of all required paperwork will also be sent to and kept on file in the Environmental Services office. The Environmental Services office will make available a listing of therapy dog handlers and the building in which they are located. If a therapy dog handler has more than one therapy dog, he/she must complete an application process for each dog. The therapy dog handler is responsible for all associated costs involved with the application process (i.e. veterinarian check-up, all evaluations, equipment for therapy dog, etc.) (a) Therapy dog team initially complete and pass the training and certification process test, turn in the signed paperwork as a professional therapy dog team, and retest and turn in all paperwork at the beginning of the 4 th year. (1) The groups whose testing USD 259 will accept for the volunteer portion of the test are any of the following: (a) Alliance of Therapy Dogs/Formerly TD Inc. (b) Therapy Dogs International (TDI) (b) Contact Environmental Services before starting the therapy dog application process. Employees will need to review the current requirements and be provided the current list of District approved therapy dog certification providers. (c) The testing will be done by the evaluator in the base school building of the dog team to ensure the team can handle the varied environments encountered during the school day. The test must be a minimum of three hours long and should include the most stressful environment(s) that the dog will be working in. (d) Dog handler turn in all required paperwork: (1) USD 259 Therapy Dog Team Application form. Must be submitted each year. (2) Before the team may be tested for certification with USD 259 by an approved vendor, the handler and dog must: (a) Reside together for a minimum of six months (b) Must successfully complete a six-week obedience or agility class (c) Requirements (a) & (b) above also apply to dogs obtained from professional trainers or professional training organizations. (d) Pass the registering therapy dog test for volunteer organizations i.e. Alliance of Therapy Dogs (ATD-formerly Therapy Dogs Inc.) OR Therapy Dogs International (TDI). (3) Attend the yearly USD 259 in-service for dog handlers when provided. Must submit attendance certification paperwork each year. (4) Veterinarian paperwork for dog. (a) Rabies Administer every three years with the actual vaccination date signed by a veterinarian (b) Bordetella Recommend annual administration but does not need a vet certification; document the date and type or brand of vaccination given and send in this information each time it is administered (c) 5 or 7-Way Parvo Recommendations vary so follow the recommendations of your veterinarian but documentation of the date and type/brand of vaccination given should be sent each time it is administered (d) Worming Recommend a yearly negative fecal exam OR heartworm medication given year round with a comprehensive wormer (one that also kills tapeworms) given annually 15

16 (5) Evaluator signed certificate of graduation from one of the above volunteer (ATD or TDI) organizations. Must be submitted the first year. (6) Evaluator signed assessment for the Therapy Dog Assessment Part A & B for USD 259. Must be submitted the first year and renewed by the beginning of the fourth year. Note: USD 259 is setting a minimum standard for Therapy Dog training by having its own assessment test that must be completed in a school setting. The school district accepts the certification of the evaluators listed and adds an additional requirement to ensure a high standard of performance by the dog teams, the most benefits possible for students, and continued assurance of safety for students and staff alike. Only Part A&B on-site assessments completed by district-approved evaluators will be accepted. (7) Photo of the therapy dog team (handler and dog). Must be submitted the first year and then every year thereafter. (8) **BEFORE bringing the dog for the first time as a fully certified Professional Therapy Dog, the handler MUST receive written approval from the Director of Environmental Services after they have submitted all paperwork to be sure full approval has been granted to use the dog in USD 259. (B) Equipment needed for dog on school property (e) Crate of appropriate size in the room where the dog will take breaks, rest and retreat. (f) Water bowl (g) Short leash (four feet or shorter). Retractable leashes and choke chains as well as pinch, prong, spiked or electronic collars are not allowed. (h) Baggies (for waste management) 6) General Policy a) Principal or site administrator responsibilities (a) Enforce USD 259 therapy dog policy for school building and grounds. Review applications for Therapy Dog teams, along with team test results, veterinarian health form. Determine if approval is warranted for each team. If approval is granted, both principal and dog handler sign the USD 259 Annual Therapy Team Authorization Form (see attached) after reviewing the USD 259 policies, keep a copy of all paperwork on file at the site and send a copy of all paperwork to the Environmental Services Office where it will be kept on file. If approval is not granted, send applicant a letter with the reason for it not being approved, and keep a copy on file. (a) The principal or site administrator may withdraw consent for the use of the therapy dog at that site. If consent is withdrawn, reason for the withdrawal must be documented: send the reason for the withdrawal to the dog handler, keep a copy on file, and forward a copy to the Environmental Services Office where it will be kept on file. (b) Consult with dog handlers and identify appropriate relief area on school grounds. (c) May require the dog handler to have the therapy dog removed from school grounds if the dog s behavior becomes dangerous, out of control, or distracting. If this happens, the principal or site administrator may need to determine if withdrawal of approval for that dog team is necessary. (d) Has first line responsibility for the implementation and enforcement of this policy. The Supervisor of the Environmental Services Office is next in line for the implementation and enforcement of this policy. (e) If a principal plans to be a therapy dog handler, the application process for the principal goes through the appropriate assistant superintendent using all the same policies and procedures. Approval and other enforcement of the policy with the principal would be done by the appropriate assistant superintendent as well (taken from Guidelines under Appendix V, sections found on pp. 14 and 15.) b) Certified/Licensed staff on therapy dog team (a) Only teachers, counselors, or certified/licensed staff (permanent employee) of USD 259 will be allowed as part of a therapy dog team. (1) The only exception to this would be a long-term substitute teacher, counselor, or other certified/licensed staff who has completed all of the required paperwork and testing, has submitted it to the Environmental Services Office, and has received approval to use the therapy dog in USD 259 facilities. 16

17 (b) Bite policy - If a therapy dog bites a person or another animal, the dog on that team will not be allowed back to any USD 259 facility. The principal or site administrator will document the incident, withdraw approval of the application, and send a letter to the dog handler. If the dog handler wants to apply to bring a different dog as part of a therapy dog team, the handler must go through 6 hours of onsite testing with the new dog (rather than 3 hours). If there is a second dog that bites with the same handler, the dog will not be allowed back to any USD 259 facility, and future therapy dog applications from that dog handler will not be accepted for any facility in USD 259. The principal or site administrator will document the incident, withdraw approval of the application, and send a letter to the dog handler to that effect. The principal will keep all dog bite documentation in the school file and will also forward a copy to the Environmental Services Office where it will be kept on file. Note: A dog handler should be very aware of the dog and its level of stress, the situations where inappropriate handling may occur, if the dog may not be feeling well that day, etc. and be able to remove the dog and allow it rest or a respite as needed. They are a team and much responsibility is on the dog handler to anticipate problems before they arise. (c) A therapy dog must be accompanied by its dog handler when on site unless in its crate or a locked office for rest and respite. (d) The dog handler shall be responsible for any property damage caused by the therapy dog. (e) The dog handler must be the owner of the therapy dog. (f) While on school property, the dog handler is the one to take the dog outside to go to the relief area and is the one to clean up immediately afterwards. (g) The dog handler must adhere to in-service training material ethical standards. c) Therapy Dog (a) Must be at least one year old. (b) Needs to reside with the dog handler a minimum of six months before initiating work within the school. (c) Zero bite policy any therapy dog that bites a person or an animal will not be allowed back on any USD 259 premises. (d) Always needs to be on a leash and/or under control of the handler. Note: U.S. standard for working dogs is to be on leash while working unless a specific task requires them to be off-lead. (e) Must wear rabies tag at all times. (f) Injured or sick dogs (within the last 24 hours) will NOT be brought to school. (g) Dog should be clean and well groomed, including teeth and nails. (h) Females in heat are not allowed at school d) Puppy In Training (a) A puppy in training is defined to be a puppy that has been temperament tested by one of the approved training providers and specifically selected to be trained as a professional therapy dog. (a) Only experienced therapy dog handlers who have previously successfully passed both Part A and B of the USD 259 test and have used a professional therapy dog successfully for a period of one year in USD 259 are eligible to work with a puppy in training. (i) Permission to use a puppy in training will be considered on a case by case basis and must be approved by the Environmental Services Director and the building principal or supervising administrator. (b) A puppy may not take the Facilities Access Test until it is at least one year of age to attain Professional Therapy Dog status. (a) A puppy in training may be used in the professional setting until it reaches an age of readiness to be tested, up to 24 months old. (b) A puppy in training must reside with the handler and be used by only this handler in the professional setting. (c) Handlers should observe all ethical and safety standards listed in this policy below with their puppy that are expected with professional therapy dogs. 17

18 (c) Required paperwork (a) Vet records and principal approval letter must be submitted to the Director of Environmental Services before the puppy is brought into the professional setting. (b) Copies of up-to-date vet records and principal approval letters should be kept on file in each site the handler works in. e) Director of Environmental Services Office i) Keep on file copy of applications from therapy dog teams. ii) Create a listing of approved therapy dog teams for district administrators upon request by October 30 of each school year. iii) Second in line for the implementation and enforcement of the therapy dog policy for the school district. iv) Responsible to ensure at least two in-service training opportunities are provided for dog team handlers each year in September. v) The Director of Environmental Services will appoint a Therapy Dog Advisory Board to meet as needed and help with in-service training, updating policy, etc. 7) Timeline Must be completed annually Application Due along with required paperwork: letter of approval, vet August 31st records, copy of Parts A & B test/re-test if needed for that year October 31st Environmental Services Office has therapy dog team listing sent to Director of Counseling Services and available on request. 8) Insurance When a USD 259 employee uses a Professional Therapy Dog according to the above guidelines, the Kansas Tort Claim Act and the USD 259 Insurance Policy will cover the employee. 18

19 Professional Therapy Dog Ethics and Safety Standards for USD Handlers should evaluate their dog s health and attitude before each working day. If a dog is injured it should stay home. If a dog has been sick in the last 24 hours it should stay home. 2. Administrators and dog handlers should be aware of the following signs of stress (these are some but not all): Excessive panting Dog jumps or climbs on handler for security Dog hides or cowers behind handler or furniture Shaking, tremors, or ears and tail pressed close to body Yawning and changes in facial expression; tension in body Dog looks for doorway or other escape route Snapping and growling Noticeable change in behavior and/or decreased desire to socialize When these behaviors become noticeable or on-going, the handler and/or administrator should call a trainer to come to the school site and observe the dog. Too much stress in the dog can lead to aggressive behavior. Being proactive can prevent a potentially dangerous situation. 3. The dog should be kept on a short leash (not retractable) when moving through the halls. It is permissible for the dog to be off-lead while in a closely supervised situation where it is working. The therapy dog must be accompanied by its dog handler when on site unless in its crate or locked office for rest and respite. 4. When the dog is left unattended it should be put in a crate with the door latched. This protects the safety of the dog. 5. The dog should be clean and well-groomed. Teeth should be clean with no noticeable tartar buildup to model an image of health and well-being. 6. The dog handlers should always clean up after the dog, inside or outside the facility. 7. Give verbal commands firmly and calmly. Praise the dog for exemplary behavior. 8. Dog kisses are discouraged. 9. Be aware of small items dropped on the floor. Do not allow the dog to rummage through trash containers. Use the leave it command if this situation arises. 10. Be aware and courteous of the places your dog is welcome or allowed in each facility. Students should be taught to smile and wave (or other quiet greeting) at the dog in the hall or other less-structured environments to alleviate disruption of students attention and conduct. 11. When treats are used under the supervision of the handler, students should be taught to give the treat with a flat hand or drop the treat on the ground so that fingers will not accidentally get caught in the dog s mouth. 12. In the event that a student and/or staff may be allergic to dogs, the site administrator will work with all parties to resolve the concern. 13. Avoid putting your dog in a questionable or threatening situation. 14. A dog bite is defined as the dog s teeth having broken the skin or caused a bruise. 15. Bite policy - If a therapy dog bites a person or another animal, the dog on that team will not be allowed back to any USD 259 facility. The principal or site administrator will document the incident, withdraw approval of the application, and send a letter to the dog handler. If the dog handler wants to apply to bring a different dog as part of a therapy dog team, the handler must go through 6 hours of on-site testing with the new dog (rather than 3 hours). If there is a second dog that bites with the same handler, the dog will not be allowed back to any USD 259 facility, and future therapy dog applications from that dog handler will not be accepted for any facility in USD 259. The principal or site administrator will document the incident, withdraw approval of the application, and send a letter to the dog handler to that effect. The principal will keep all dog bite documentation in the school 19

20 file and will also forward a copy to the Environmental Services Office where it will be kept on file. Note: A dog handler should be very aware of the dog and its level of stress, the situations where inappropriate handling may occur, if the dog may not be feeling well that day, etc. and be able to remove the dog and allow it rest or a respite as needed. They are a team and much responsibility is on the dog handler to anticipate problems before they arise. Annual Application for Professional Therapy Dog Team; USD 259 (Wichita) All paperwork to be turned in to the Environmental Services office at the School Service Center. Therapy Dog Handler Name: Date: Address: Work phone: Cell phone: Home phone: Occupation: Teacher Crisis Team Child Study Team Other *Note: Only certified/licensed staff are permitted to use professional therapy dogs in USD 259. Therapy Dog Dog Name: Age: Yrs. Months Breed: Did you raise this dog from a puppy? Yes No If no, what additional steps have you taken to ensure the dog has the appropriate temperament for this high stress environment? Explain in box below. Does the dog live with you? Yes No If yes, how long? (USD 259 policy requires a minimum of six months.) If no, this therapy dog team does not meet policy requirements and you do not need to continue filling out the form. (see USD 259 Therapy Dog Policy) How long has this dog been certified as a therapy dog? Yrs Months Has this dog ever bitten a person? (see bite definition in Therapy Dog policy) Yes No If yes, please attach a sheet with an explanation of the event(s). Veterinarian name: Phone: Is this dog current on its visit to the vet, shots, and in good physical and emotional health? Yes No Please attach a copy of the veterinarian health certificate and/or shot records to this application. 20