Updated August 1, 2017

WICHITA PUBLIC SCHOOLS: GUIDELINES FOR VISITING

AND RESIDENT PETS

ENVIRONMENTAL SERVICES DEPARTMENT 3850 N. HYDRAULIC WICHITA, KS 67219

TELEPHONE: (316) 973-2006 FAX: (316) 973-2005

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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 ................................................................................. .11 III. Proper Hygienic Methods of Handling Reptiles and Amphibians……………………………… ... 12 IV. Proper Hygienic Methods of Cleaning Reptile and Amphibian Cages and Terrariums ........ .....12 V. Microbiology Learning Activities-Health and Safety Protocols……………………………………..13 VI. USD 259 Therapy Dog Requirements & Protocols….………......………………………………….14

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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

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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

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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 58-1301 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

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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 multi-purpose 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.

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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.

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APPENDICES

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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.

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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. 2004. Scalpel or mouse: A statistical comparison of real and virtual frog dissections. The American Biology Teacher, 66(6): 408-411. Institute of Laboratory Animal Resources, Commission on Life Sciences, National Research Council, National Academy of Sciences, National Academy of Engineering. 1989. 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. 1993. The effects of an interactive dissection simulation on the performance and achievement of high school students. Journal of Research in Science Teaching 30(8): 989-1000. Kwan, T., and J. Texley. National Science Teachers Association. 2002. Exploring safely; A guide for elementary teachers. Arlington, VA: NSTA Press. Kwan, T., and J. Texley. National Science Teachers Association. 2003. Inquiring safely; A guide for middle school teachers. Arlington, VA: NSTA Press. Madrazo, G. 2002. The debate over dissection: Dissecting a classroom dilemma. The Science Educator(NSELA). EJ64162. National Science Teachers Association. 2000. Safety and School Science Instruction, an NSTA Position Statement. www.nsta.org/about/positions/safety.aspx. Texley, J., T. Kwan, and J. Summers. National Science Teachers Association. 2004. Investigating safely; A guide for high school teachers. Arlington, VA: NSTA Press. National Science Teachers Association. 2000. Safety and School Science Instruction, an NSTA Position Statement. http://www.nsta.org/positionstatement&psid=32.

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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 2008. This policy supersedes and replaces all previous NABT statements regarding animals in biology education.

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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.

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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.

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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. 38-1113).

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

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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 4th 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

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(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.

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(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.

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(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

August 31st Application Due along with required paperwork: letter of approval, vet 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.

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Professional Therapy Dog Ethics and Safety Standards for USD 259

1. 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

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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: Home phone:

Cell phone: Email: 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.

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School Info School name or Building where your office is located: Describe the activities and outcomes planned for this therapy dog team as part of the lesson plan and student learning process. Please be specific. Testing Has the dog team been evaluated and passed a volunteer therapy dog organization for registration with that organization? Yes No Date of test: Evaluator Name: Phone: Organization: Has the dog team been reviewed and passed the Therapy Dog Assessment Part A and Part B? Yes No Date of test: Check the District approved evaluator:

Alliance of Therapy Dogs/Formerly TD Inc. Therapy Dogs International, Inc. (TDI)

*Please attach the test paperwork and registration documents to this application. (Only required for initial applications.) Paperwork Checklist Paperwork that should be turned in to the principal or site administrator:

USD 259 Therapy Dog Team Application (turn in each year) USD 259 Annual Therapy Dog Team Authorization (turn in each year) Canine Health Records: 1) Rabies—Administer every three years with the actual vaccination date signed by a veterinarian 2) 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 3) 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 4) Worming—Recommend a yearly negative fecal exam OR heartworm medication given year round with a

comprehensive wormer (one that also kills tapeworms) given annually

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Evaluator signed certificate of graduation from one of the above organizations. Must be submitted the first

year.

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. Teams must successfully retest with a District approved evaluator every three (3) years.

Photo of the therapy dog team (handler and dog). Must be submitted annually. The information provided in this application and the attached forms is true and accurate to the best of my knowledge. Signature Date

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USD 259 Professional Therapy Dog Evaluation – Parts A & B This test is to be used by all testers/evaluators along with the USD 259 Therapy Dog Assessment – Part B: Therapy Dog Public Access Test. It is to be completed in the school building the dog handler has his/her classroom and should be done on a normal school day when children are present. For dog handlers that are in several school buildings, it should be done in one of the buildings. Applicant Name: _____________________________________________ Dog’s Call Name: ____________________________________________ Date of Test: __________________________Pass_______ Fail________ Explanation 1. This test is to be used by testers and evaluators from the approved list of providers. 2. When evaluating a dog for work in a highly stressful environment like a school, the following qualities in professional therapy dog teams must be considered: a. Safety – This is for students’ and staff’s protection b. Professionalism – Is the staff member conducting him or herself in a

professional manner and have reasons to be using the dog as a tool for their professional functions?

c. Ethics – Is the dog being used humanely according to the amount of stress it is expected to handle? A dog continually placed in circumstances it is not able to handle becomes unsafe.

d. Predictability – Does the dog exhibit sound temperament and nerves at all times or does it seem relaxed at times and stressed at others, confident with most people but timid with others? A dog that is not predictable may become unsafe.

3. Observations for this test may be done over a minimum of three hours in the team’s home building. The team should have taken a minimum of six weeks of training, the dog should have resided with the handler for a minimum of six months and be a minimum of one year old before attempting to be evaluated. 4. The professional therapy dog team should inspire confidence during their work. If the handler exhibits inability to handle or appropriately correct the dog, or the dog is out of control at times, the tester/evaluator should note this and discuss improvements to be made. The team may be re-tested at a later date when improvements have been made and can be observed. Should the dog exhibit ANY signs of aggression including snapping, growling, biting, etc., the dog should be disqualified immediately and not be tested again as these behaviors are indicative of the dog’s temperament. 5. Timidity and shyness such as ignoring clients/students, hiding behind the handler, cringing, looking for an escape, etc. should be noted. The evaluator and handler should seriously discuss the dog’s innate personality and ability to do therapy work. A dog that does not enjoy the work should not be forced to do it simply because it appears to tolerate it. (Refer to the statements concerning Ethics and Predictability above.) 6. At the conclusion of the test, the evaluator should give the handler helpful feedback to help the team continue to develop their skills. 7. The team must pass ALL sections of the evaluation including the public access test before being granted Professional Therapy Dog Team status in USD 259.

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USD 259 Professional Therapy Dog Assessment –Part A: Interaction of Therapy Team 1. Dog Handler understanding of stress in his/her therapy dog Note: Therapy dog trainers agree that the school environment and working with children and youth can be highly stressful for therapy dogs. The amount of time a therapy dog should be working in a day or a week depends on the dog’s nature and the type of situations encountered each day and cumulatively throughout the weeks and months. The therapy dog handler must understand his/her dog, the indicators of stress it most commonly has when needing a break and be diligent in thinking about and noting the dog’s behavior throughout the day. The dog handler will identify the therapy dog’s top three stress indicators. Note them here:

1. _________________________________________________ 2. _________________________________________________ 3. _________________________________________________

If the dog handler cannot do this or needs prompting from the evaluator he/she need more training and the testing should be discontinued at this time. Further training is recommended. Comments: Pass_______ Fail_______ 2. Initial meeting with a stranger Should have an opportunity to meet different age groups of children and youth, primarily the age group the dog team will be working with the most. Was the handler in control? Yes_____ No_____ Were the handler and dog polite? Yes_____ No_____ Was the dog corrected for poor behavior? Yes_____ No_____ (If no corrections were needed note in Comments) Was the dog praised for good behavior? Yes_____ No_____ Comments: Pass_______ Fail_______ 3. Dogs apparent responsiveness Did the dog demonstrate willingness and enjoyment while participating in the exercises? Yes_____ No_____ If initially excited, did the dog calm down and begin to respond? Yes_____ No_____

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Did the dog become unresponsive? Yes_____ No_____ Did the dog appear fearful or timid at any time? Yes_____ No_____ Did the dog have a normal reaction to sudden noise? Yes_____ No_____ Comments: Pass_______ Fail_______ 4. Canine/Human Behavior Was the handler in control? Yes_____ No_____ Did the dog bark at anyone? (If so, explain below) Yes_____ No_____ Was the dog interested in people? Yes_____ No_____ Was any sign of aggression demonstrated? Yes_____ No_____ Did the handler correct the dog? Yes_____ No_____ Did the handler praise the dog when appropriate? Yes_____ No_____ Was the handler able to interact with people and continue to keep the dog in control? Yes_____ No_____ Comments: Pass_______ Fail_______ 5. Dog Physically Handled by Stranger (Dog’s response = Acceptable/Unacceptable) Should have a situation with children similar to what the dog will experience during a typical work day. Stroking the head, body and tail with both hands Acceptable____ Unacceptable____ Touching/holding the legs and paws Acceptable____ Unacceptable____ Scratching/petting the throat and chest Acceptable____ Unacceptable____ Holding the ears Acceptable____ Unacceptable____

Comments: Pass_______ Fail_______ 6. General Obedience and Control with a Loose Lead Verbal praise and prompts are acceptable and encouraged. Going forward Yes_____ No_____ Turning around Yes_____ No_____ Stopping by side Yes_____ No_____ Going very slowly Yes_____ No_____ Going quickly Yes_____ No_____ Going up to a seated person Yes_____ No_____ Person walking unsteadily Yes_____ No_____ Ignores food Yes_____ No_____ Did the handler correct the dog if needed? Yes_____ No_____ Did the handler praise the dog? Yes_____ No_____ Comments: Pass_______ Fail_______ 7. Canine/Canine Behavior

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Handlers should NEVER allow the dogs to meet face to face. Was the handler in control? Yes_____ No_____ Did the dog bark at other dogs? Yes_____ No_____ Was the dog interested in other dogs? Yes_____ No_____ Was any sign of aggression demonstrated? Yes_____ No_____ Did the handler correct the dog if needed? Yes_____ No_____ Did the handler praise the dog? Yes_____ No_____ Comments: Pass_______ Fail_______ 8. Team Appearance and Grooming Was the dog clean and well-groomed? Yes_____ No_____ Was the handler professional and respectful in their use of the dog? Yes_____ No_____ Comments: Pass_______ Fail_______ Date of Test: __________________________Pass_______ Fail________ (also note this information on page one of evaluation) Tester Name (printed) _________________________________________ Tester Signature______________________________________________ Organization Affiliation of Tester: _______________________________ Comments: __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________

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USD 259 Professional Therapy Dog Assessment – Part B: Facilities Access Test Name of Dog Handler: ________________________________ Name of Dog:_______________ Name of Evaluator: _______________________________________________ Date of Test: _____________ Equipment used by handler and dog:_______________________________________________ Final Result: Pass_______ Fail________ PURPOSE: The purpose of this Public Access Test is to ensure that dogs who have public access are stable, well-behaved, and unobtrusive to the public. It is to ensure that the handler has control over the dog and the team is not a public hazard. This test is NOT intended as a substitute for the skill/task test that should be given by the program. It is to be used in addition to those skill/task tests. It is expected that the test will be adhered to as closely as possible. If modifications are necessary, they should be noted in the space provided at the end of the test. The bottom line of this test is that the dog demonstrates that he/she is safe to be in public and that the person demonstrates that he/she has control of the dog at all times. DISMISSAL: Any dog that displays any aggressive behavior (growling, biting, raising hackles, showing teeth, etc.) will be eliminated from the test. Any dog that eliminates in a building or shows uncontrollable behavior will be eliminated from the test. Harsh handling on the part of the handler may result in dismissal. TESTING EQUIPMENT: All testing shall be done with equipment appropriate to the needs and abilities of the team. All dogs shall be on-lead at all times except in the vehicle at which time it is optional. Dogs must be handled with a regular flat or rolled buckle collar, a limited slip or show lead. The lead must be no more than four feet in length. Special training collars such as prong, spike, choke chains, halters, or gentle leaders are NOT allowed. This test is to take place in a USD 259 facility where there are a lot of people and natural distractions and where the handler plans to use the dog. The handler will handle the dog and can use any reasonable/humane corrections necessary to ensure his/her control over the dog. COMMANDS: Commands may be given to the dog in either hand signals or verbal signals or both. 1. CONTROLLED ENTRY THROUGH A DOORWAY: Once at the doors of the building, the handler may enter however he/she chooses to negotiate the entry safely. Upon entering the building; however, the dog may not wander off or solicit attention from the public. The dog should wait quietly until the team is fully inside then should calmly walk beside the handler. The dog must not pull or strain against the lead or try to push its way past the handler but must wait patiently while entry is completed. 2. HEELING THROUGH THE BUILDING: Once inside the building, the team must walk through the area in a controlled manner. The dog should always be within touching distance where applicable or no greater than a foot away from the handler. The dog should not solicit public attention or strain against the lead. The dog must readily adjust to speed changes, turn corners promptly, and travel through a crowded area without interacting with the public. In tight quarters, the dog must be able to get out of the way of obstacles and not destroy merchandise by knocking it over or by playing with it.

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3. OFF LEAD RECALL (10 – 20 FEET AWAY): A large, open area should be found for the off lead recall. Once found, the handler will perform a recall with the dog. The handler will sit the dog, leave it, travel 10 to 20 feet, then turn and call the dog to him/her. The dog should respond promptly and not stop to solicit attention from the public or ignore the command. The dog should come close enough to the handler to be readily touched. The recall should be smooth and deliberate without the dog trudging to the handler or taking any detours along the way. 4. SITS ON COMMAND: The team will be asked to demonstrate the handler’s ability to have the dog sit three different times. The dog must respond promptly each time with no more than two commands. There should not be any extraordinary gestures on the part of the people approaching the dog. Normal, reasonable behavior on the part of the people is expected. The first sit will be next to food placed upon the ground. The dog must not attempt to eat or sniff the food. The handler may correct the dog verbally or physically away from the food, but then the dog must maintain a sit while ignoring the food. The dog should not be taunted or teased with the food. This situation should be made as realistic as possible. The second sit will be executed while a group of people approach within three feet of the dog and continue on past. The dog should maintain the sit and not show any fear of the moving group. If the dog starts to move, the handler may correct the dog to maintain the sit. If the dog is to be used in a building with students who use wheelchairs, crutches, walkers, etc., the team should be observed in this setting. The last sit will be a sit with a stay as a person walks up behind the team, talks to the handler and then pets the dog. The dog must hold position. The dog may not break the stay to solicit attention. The handler may repeat the stay command along with reasonable physical corrections. 5. DOWNS ON COMMAND: The down exercises will be performed in the same sequence as the sits with the same basic stipulations. The first down will be at a table where food will be dropped on the floor. The dog should not break the down to go for the food or sniff at the food. The handler may give verbal and physical corrections to maintain the down. There should not be any extraordinary gestures on the part of the people approaching the dog. Normal, reasonable behavior from the people is expected. The second down will be executed, and then an adult and child should approach the dog. The dog should maintain the down and not solicit attention. If the child pets the dog, the dog must behave appropriately and not break the stay. The handler may give verbal and physical corrections if the dog begins to break the stay. The third down will be accomplished, and then either a stranger or the assistant will be asked to step over the dog. The dog may not break the stay to solicit from the stranger. The handler may give corrections as indicated above. 6. NOISE DISTRACTION: The team will be heeling along and the tester will drop a clipboard to the ground behind the team. The dog may acknowledge the noise, but may not in any way show aggression or fear. A normal startle reaction Is fine--the dog may jump and or turn--but the dog should quickly recover and continue along on the heel. The dog should not become aggressive, begin shaking, etc. 7. OFF LEAD: Sometime during the test, where appropriate, the handler will be instructed to drop the leash while moving so it is apparent to the dog. The handler must show the ability to maintain control of the dog and get the leash back in its appropriate position. The main concern is that the dog be aware that the leash is dropped and that the handler is able to maintain control of the dog and get the leash back into proper position. 8. DOG TAKEN BY ANOTHER PERSON To show that the dog can be handled by another person without aggression or excessive stress or whining, someone else will take the dog's leash and passively hold the dog (not giving any commands) while the dog's partner moves 20' away.

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Scoring Factors of the Facilities Access Certification Test A= Always M= Most of the time (more than half of time) S= Some of the time (half or less of the time) N= Never 1. CONTROLLED ENTRY THROUGH A DOORWAY ___YES* __NO The dog waited quietly at the door until commanded to enter.* ___YES* __NO The dog waited on the inside until able to return to heel position.* 2. HEELING THROUGH THE BUILDING __A __M __S __N The dog was within the prescribed distance of the handler. __A __M __S __N The dog ignored the public, remaining focused on the handler. __A __M __S __N The dog readily adjusted to speed changes. __A __M __S __N The dog readily turned corners--did not have to be tugged or jerked to change direction. __A __M __S __N The dog readily maneuvered through tight quarters. 3. OFF LEAD RECALL ___YES* __NO The dog responded readily to the recall command--did not stray away, seek attention from others, or trudge slowly.* ___YES* __NO The dog remained under control and focused on the handler.* ___YES* __NO The dog came within the prescribed distance of the handler.* ___YES* __NO The dog came directly to the handler.* 4. SITS ON COMMAND __A __M __S __N The dog responded promptly to the command to sit. ___YES* __NO The dog remained under control around food--not trying to get food and not needing repeated corrections.* ___YES* __NO The dog remained composed while the people passed--did not shy away, show signs of fear, etc. (Note if behavior around wheelchairs, etc. was observed____________________________________.) ___YES* __NO The dog maintained a sit-stay while being petted by a stranger.* 5. DOWNS ON COMMAND __A __M __S __N The dog responded promptly to the command to down. ___YES* __NO The dog remained under control around the food--not trying to get food and not needing repeated corrections.* ___YES ___NO The dog remained in control while the child approached--child should not taunt dog or be overly dramatic. ___YES* __NO The dog maintained a down-stay while being stepped over by a stranger.* 6. NOISE DISTRACTIONS If the dog jumps, turns, or shows a quick startle type reaction, that is fine. The dog should not show fear, aggression, or continue to be affected by the noise. ___YES* __NO The dog remained composed during the noise distraction.*

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7. OFF LEAD ___YES* __NO When told to drop the leash, the team maintained control and the handler got the leash back in position.* 8. DOG TAKEN BY ANOTHER PERSON To show that the dog can be handled by another person without aggression or excessive stress or whining, someone else will take the dog's leash and passively hold the dog (not giving any commands) while the dog's partner moves 20' away. ___YES ___NO Another person can take the dog's leash and the dog's partner can move away without aggression or undue stress on the part of the dog. Scoring: The team must score all 'Always' or' Most of the time' responses on the A-M-S-N parts of the test. The team must score at least 80% "yes" answers on the "yes" "no" portion of the test *All questions marked by an asterisk must be answered by a "YES" response. Were there any unique situations that made any portion of this test not applicable? Comments/Suggestions:

USD 259 Annual Therapy Dog Team Authorization Form

for the 20___ - ___ School Year

Therapy Dog Handler: ________________________________ Therapy Dog Name: __________________________________

School/Site: __________________________________________

By signing below we are acknowledging that the principal or site administrator and the therapy dog handler have reviewed the USD 259 Therapy Dog Policy together, discussed any questions or concerns, and have a thorough understanding of expectations of the Therapy Dog team usage in this facility. Only certificated/licensed staff are permitted to use professional therapy dogs in USD 259. Therapy Dog Handler: ________________________________________ Date: ____________ Principal or Site Administrator: _________________________________ Date: ____________ Original in the School/Site file Copy to the Environmental Services Office Copy to the Therapy Dog Hander