SlideShare ist ein Scribd-Unternehmen logo
1 von 98
Downloaden Sie, um offline zu lesen
Child Care Licensing Review,[object Object],Written by ODJFS,[object Object],Formatted for Powerpoint by  Jean Smith                                       Executive Director,[object Object],Children First of  Cleveland,[object Object]
 “One thing worse than training people and losing them is not training them and keeping them.”  			         ZigZiglar,[object Object]
What is your responsibility as a Child Care Provider?,[object Object],Your greatest responsibility is to protect the children in your care from harm and to support their healthy development,[object Object]
What are the are the three essential responsibilities of a child care professional?,[object Object],1. Protecting children from harm and promoting their healthy development.,[object Object],2. Knowing the licensing rules and understanding your role in implementing your program’s policies and procedures for maintaining licensing compliance.,[object Object],3. Understanding and when necessary, fulfilling your role as a mandated reporter of child  abuse and neglect.,[object Object]
What are serious risk non-compliances?,[object Object],ODJFS has designated the serious risk non-compliances (SRNC) as those rules, that if violated, present the greatest risk of harm to children.  The beginning of each module lists the SRNC’s related to each topic area.  SRNCs are designated in red on the licensing report after each inspection.  ,[object Object],If a staff person of Children First of Cleveland is found to be in violation of serious risk non-compliance they will be will be terminated from employment.  ,[object Object]
Rules Manual,[object Object],Each staff person needs to have a copy of the OAC 5101:2-12 Child Care Licensing Rules.  The rules related to each module must be reviewed with you by the administrator. ,[object Object],Each program is required to have a copy of the rules readily available to all staff. The rules are also located at: Child Care Center eManual online at odjfs.com,[object Object], ,[object Object]
“I’m really curious and love to explore, but I need you to protect me as I learn about the world.  Please make sure you are always aware of where I am at and are close enough to intervene quickly if I need you.”,[object Object],Module 1: Active Supervision of Children ,[object Object]
OverviewThis module has been divided into the following content areas,[object Object],Active Supervision,[object Object],Arrival and Departure,[object Object],Playground,[object Object],Nap Time,[object Object],School Age Policies,[object Object],Staff/Child Ratios,[object Object],Group Size,[object Object],Attendance,[object Object]
5 Essential Take-Aways,[object Object],1.  All children must be supervised at all times.  A child may never be left alone, not for any reason or for any amount of time.,[object Object],2.  Staff/child ratios must be maintained at all times.  The best way to do this is to count, and count often.,[object Object],3.  Ratios at naptime can be doubled for 1 ½ hours if enough staff are in the building to maintain  ratio.  Ratios cannot be doubled if the group contains an infant.,[object Object],4.  If a child does not arrive as expected, from a location other than with their parent, the center must determine the whereabouts of the child.,[object Object],5.  The youngest child in the group determines the ratio and maximum group size that  must be  maintained, including when a child is in the process of transitioning to a new room. ,[object Object], ,[object Object]
Serious Risk Non-Compliances related to Supervision,[object Object],If the program were to be out of compliance with any of the following rules related to the active supervision of children, it would result in a serious risk non- compliance.,[object Object],  - Staff are under the influence of a substance which impairs their ability to supervise children.,[object Object],  - Staff have left children completely alone.,[object Object],  - Children are not supervised during arrival, when arriving from a location other than with their parent/guardian.,[object Object],  - Staff did not implement their written policy for determining the whereabouts of a child who did not arrive from another location other than with their parent/guardian.,[object Object]
Active Supervision,[object Object], Being able to see and hear each child in care,[object Object], Having an awareness of the activities of each child,[object Object], Standing in a strategic position in the room or on the    ,[object Object],     playground in order to be able to see all children,[object Object], Scanning activities and circulating throughout the room ,[object Object],     or playground ,[object Object], Being near enough to children to be able to intervene    ,[object Object],     quickly if necessary,[object Object]
Active Supervision continued,[object Object],If you leave children unattended or are not aware of the location or activities of children, you will not be available to assist or intervene when the potential for harm occurs.,[object Object], You may never leave children unattended.  This is true even for a very short period of time, such as a staff member needing to step out of the room to get something in the hallway.  You need to be able to both hear and see all of the children in your care, at all times.,[object Object],Supervision must be appropriate to the age of the child. Younger children often require closer supervision then older children.,[object Object], You cannot be under the influence of any substance that would impair your ability to properly supervise children.  You should notify the administrator if you are taking medication which may impair your ability to supervise.  You should also notify the administrator if you suspect another staff member is under the influence.,[object Object], ,[object Object]
Recommendation:,[object Object],Because children are naturally curious about their environment, they easily forget safety rules.  It is not enough to tell a young child "Don't climb up on the table and jump off." or "Don't run out of the classroom without a teacher."  You must follow up safety rules with close supervision.,[object Object], You need to not only be in the room and physically present with children, but you also need to be actively supervising the children in your care.,[object Object]
Never be preoccupied with activities which take your attention off of the children in your care such as:,[object Object],Making personal phone calls or texting,[object Object], Heavy cleaning (vacuuming, mopping floors, washing the walls, steam cleaning the carpet, etc.),[object Object], Answering the phone (other than brief informational calls to parents or other staff),[object Object], Letting people in the front door,[object Object], Extended conversations with parents or other staff,[object Object],  Extensive lesson planning,[object Object]
Supervision at Arrival/Departure,[object Object],You must assure that children are properly supervised while they are arriving or departing from the center.  Because these can be busy times of day, it is important to assure that you are aware of all children in your care.,[object Object],You must review your arrival and departure policies with parents/guardian.  It is important that the adult who is dropping off or picking up the child maintains supervision of the child until they have been signed in or out of the program.,[object Object]
Supervisionat Arrival/Departure,[object Object],If children are arriving from or departing to a location other than with their parents, they must be supervised during the transition time.  Staff must meet children at their drop off point and escort them into the building. ,[object Object],If children are leaving the program, you must make sure they are supervised until they have safely reached their destination. ,[object Object],If a child is scheduled to arrive from a location other than with their parent/guardian, the program must have a plan for what to do if the child does not arrive if expected.  If this situation occurs, you must follow the plan to locate the child.,[object Object]
Playground Supervision,[object Object],Children like to test their abilities and skills.  This is especially true on playgrounds, where the potential risk of harm is elevated. ,[object Object],Even on the safest playground, you must be actively supervising children to assure they are not taking risks which could lead to injury.  ,[object Object],You should be aware of any blind spots on the playground, including equipment that children could be climbing in or around, which may make it difficult for you to see them.  Pay special attention to these areas.,[object Object]
Naptime Supervision,[object Object],Staff must supervise children when they are sleeping or are in sleeping areas.,[object Object],Children sleeping on cots must be placed in such a position so that you can see them while they are resting.  You may think a child is asleep, but they may actually be awake and in need of attention. ,[object Object],If caring for infants, you must be able to see and hear all of the children when they are in their cribs.,[object Object],Recommendation: If the new employee is working in a room which participates in naptime, it is a good idea to diagram the proper placement of the cots.,[object Object]
School Age Supervision,[object Object],Programs that care for school age children have the opportunity to utilize provisions outlined in the licensing rules, which allow for a level of supervision specific to this age group.  It is up to each individual program as to whether or not they utilize these provisions.,[object Object],School age children may run errands inside the building or use the restroom alone or in groups of no more than six children without adult supervision as long as the following are met: ,[object Object],       - Children are within hearing distance of a staff member- The staff member checks on the children every five minutes,[object Object],        - The restroom is used exclusively by the program ,[object Object],A group of not more than six school age children, 4th grade or older, may be engaged in activities without a staff member as long as the following are met:,[object Object],      - Staff can see or hear children at all times,[object Object],        - The staff member checks on the children every five minutes,[object Object],	  - School children may leave the program for specific activities as long as written permission        is on file from the parent/guardian.    The sample JFS 01225 Routine Permission Slip can be ,[object Object],     used to obtain this permission.,[object Object]
Serious Risk Non-Compliances related to Staff-Child Ratios,[object Object],If the program were to be out of compliance with any of the following rules related to staff/child ratios, it would result in a serious risk non-compliance:,[object Object],  Staff child ratios must be maintained at all times.,[object Object],  If a program chooses to double ratios for toddler, preschool, or school age ratio during naptime, there must be enough staff present in the building to maintain ratio.,[object Object], Ratios cannot be doubled at naptime for groups containing infants.,[object Object], A second adult must be available in the building whenever seven or more children are present. However, Children First of Cleveland’s policy states that a second adult must be on the premises at all times. ,[object Object], The second adult must have a signed JFS 1328 Statement of Non-Conviction on file.,[object Object], For programs providing overnight care, ratios shall not be doubled during the overnight portion of the program.,[object Object]
Staff/Child Ratio,[object Object],“It’s important that you always count to make sure you don’t have too many of us.  It only takes a second for me to wander away from you as I explore the world around me.”,[object Object]
Staff-Child Ratios,[object Object],Maintaining staff/child ratio is important because it allows you to appropriately supervise and gives you the ability to provide each child individual attention and focus on building warm, nurturing relati,[object Object]
The following staff-child ratios must be met at all times:,[object Object]
Staff Child Ratios,[object Object],The prescribed JFS 01310 Required Staff/Child Ratios form must be posted in the classroom or at the entrance of each classroom.,[object Object],The ratio requirement must be followed for the youngest child in the group.  The only exception to this is when on child, who is 2 ½ years or older, is permanently assigned to the next older age group.,[object Object],You cannot be counted in ratio if you are engaged in conversations with parents which prevent you from adequately supervising children.  Brief conversations with parents to communicate about a child’s day are permitted, but lengthy conversations should be scheduled for a time when you are not responsible for supervising children.,[object Object],If you are unable to perform your responsibilities of caring for children, you must be replaced by another staff member.  The center must maintain a list of the substitutes who are available for this purpose. You cannot move children into another group in order to maintain ratio when you have unexpected circumstance in which you find yourself over ratio.,[object Object]
Transitioning Children,[object Object],You cannot temporarily move children into another classroom, unless the child has a written transition plan in place. Children need consistency in care, and it can be frightening for a child to be moved into another room where they are not familiar with the staff, children, or environment, for the sole purpose of maintaining ratio.,[object Object],When a child transitions into the next older age group, they must have a written transition plan in place, which has been signed by the child's parent/guardian. The sample JFS 01229 Transition Letter can be used for this purpose. The center must maintain the ratio for the youngest child in the group during this transition period. ,[object Object]
Naptime Ratio,[object Object],During naptime, ratios can be doubled as long as the following conditions are met:,[object Object],	 - All children are resting quietly on their cots,[object Object],	 - All children are toddlers (18 months) or older,[object Object],	 - There are enough staff members on the premises to meet ratio in case of emergency,[object Object],	- The ratio is not doubled for more than 1 ½ hours per day,[object Object],During nap time, ratios cannot be doubled if the group contains any infants, even if the infant is in the process of transitioning into a toddler room.,[object Object],It is important to remember that there are some individuals who may be present in the classroom who are not permitted to count in ratio.  Some examples of this may include volunteers, student teachers, or other employees of the center (administrative assistant, cook, custodian, etc.) who do not have required paperwork on file in order to count in ratio.  Although they are permitted to be in the program, they cannot be counted in ratio for any period of time.,[object Object]
Recommendation:,[object Object],It is a good idea to keep a list of individuals who are not permitted to be counted in ratio.  That way, if you need to leave the room, you can check the list prior to leaving to make sure the individuals still in the room can be counted in ratio.,[object Object],It is the policy of Children First of Cleveland for all student teachers and interns to have a full working file so that they can be used in staff-child ratios. ,[object Object]
Maximum Group Size,[object Object],The center must organize the children into groups in order to assure continuity of care and proper supervision of children on a daily basis. A group is defined as the children who are assigned to specific child care members. ,[object Object],If the program is caring for more than one group of children in a classroom or area, children shall be assigned to specific child care staff members who are responsible for their care.  Each group must have a designated home base.  A home base can either be a room or a well defined space within a larger room.,[object Object],The group size cannot exceed twice the maximum number of children allowed per staff/child ratio.  When age groups are combined, the group size for the youngest child in the group shall apply.,[object Object]
There are certain times of the day when group size limitations do not apply:,[object Object],- Nap time,[object Object], - Evening sleep time,[object Object], - Meal and snack time,[object Object], - Outdoor play,[object Object],  - Field trips,[object Object]
Special occasions,[object Object],If there are no more than 12 children present at the program, all of the children may be cared for as one group, which could include children of all ages.  The staff/child ratio would be determined by the age of the youngest child present.,[object Object],Factors to consider when combing groups include:,[object Object],	 - The space must be able to be used for the age of the children present, based on the approval granted on the certificate of use and occupancy,[object Object],     - The equipment in the room is safe and appropriate for the age of the children present (no choking or other hazards),[object Object],  - There is an appropriate space to change diapers if needed,[object Object]
Attendance Requirements,[object Object],Attendance must be recorded upon the child’s arrival and departure.  It is the responsibility of the staff member in charge of the child to record the attendance.  Parent sign in/out sheets cannot be used to fulfill the requirement of the attendance sheet.  The following are two sample forms which can be used to document attendance:,[object Object],       -ODJFS Weekly Attendance Form or,[object Object],       -ODJFS Monthly Attendance Form,[object Object],Attendance records must include:,[object Object],      - Names and birth dates of the children ,[object Object],      - Name of the staff members responsible for the group,[object Object],       -Designated area used as a home base,[object Object],       - For centers that care for children on a part and full time basis, the   days and hours of enrollment of each child ,[object Object]
Attendance Requirements,[object Object],If a child attends the center on a drop in basis, the child must also be listed on the attendance sheet of the group to which they are assigned. ,[object Object],The attendance record must remain with the group at all times throughout the day including:,[object Object],      -  During outdoor play ,[object Object],      -  During emergency evacuations,[object Object],      -  When different groups are combined,[object Object],       -  When the group leaves the classroom to use another space in the building (large muscle   room, cafeteria, gymnasium, etc.),[object Object],       -  During field trips,[object Object],If your program serves school age children who are permitted to move throughout the program areas, a procedure must be in place to account for the location of all children at all times as they transition from one area to another.,[object Object], ,[object Object]
Additional Resources,[object Object],Caring for Our Children: National Health and Safety Performance Standards,[object Object],http://nrc.uchsc.edu/CFOC/,[object Object],ODJFS has developed JFS 01564 Systems Guide for Maintaining Staff/Child Ratios and Supervision. This guide provide suggestions for systems that programs can use to help achieve and maintain compliance with licensing regulations regarding supervision and staff/child ratio,[object Object]
Module One Quiz Question One-Match,[object Object],____ 1:5 or 2:12         a. School Age Ratio,[object Object], ,[object Object],____  1:18	               b. Toddler Ratio (youngest child less than 2 ½ years),[object Object], ,[object Object],____  1:14		c. 4 year old Ratio,[object Object],____  1:7		d. Infant Ratio (youngest child less than 12 months),[object Object],____  1:12		e. 3 Year old Ratio,[object Object]
Module One Quiz-Question Two,[object Object],You are allowed to double ratio at naptime with an infant group, as long as all of the children are at least 12 months old.   ____ True       ____ False,[object Object]
Module One- Question Three                   Select The Correct Response,[object Object],School age children are permitted to attend activities elsewhere in the building as long as the following is on file: ,[object Object],	a. A phone call from the parent/guardian giving permission.,[object Object],	b. Signed permission slip from the parent/guardian.,[object Object],	c. Signed permission slip from the teacher/tutor of the child.,[object Object]
Module One-Question FourSelect All the Correct Answers,[object Object],Maximum group size does not apply in the following situations:,[object Object],	____ a. Nap time,[object Object],	____ b. Music class,[object Object],	____ c. On the playground,[object Object],	____ d. During arrival and departure periods,[object Object]
Module One-Question FiveFill In The Blank With The Correct Word,[object Object],Appropriate _____________________ is basic to the prevention of harm.  You must be able to see and hear children at all times.,[object Object]
Module 1 Activity,[object Object],This activity and assignment should be done by the staff person completing the orientation, and then reviewed with the administrator or designee. ,[object Object],Use the activity below to observe situations in your programs which may affect staff/child ratio and group size. ,[object Object],If the situation may occur, but does not on the day of observation, describe the system the center has put in place to assure ratios and group size are maintained.,[object Object]
Module 2-Activities and Assignments,[object Object]
Discussion Questions,[object Object],1. The program combines groups during drop off and pick up times in the morning and afternoon.    Yes or  No,[object Object],     If yes, observe morning or afternoon times when groups are combined, and explain how ratios and group size are maintained. ,[object Object],2. The program doubles ratio at nap time.    Yes or No,[object Object],	If yes, observe nap time and explain staff scheduling to assure staff/child ratios are maintained.  ,[object Object],3. The program has classrooms where there are mixed age groups(infants/toddlers, or toddlers/preschoolers, or preschoolers/schoolagers).   Yes or No,[object Object],	If yes, explain how ratios and group size are maintained for the group. ,[object Object],____________________________________________________________________u,[object Object]
Discussion Questions Continued,[object Object],4. The children use a restroom which is not in their classroom. Yes or No,[object Object],    If yes, explain how ratios are maintained when children need to use the restroom.,[object Object],5. Who are not permitted to count in ratio (volunteers, student teachers, etc.)   Yes or No,[object Object],    If yes, explain what system the center has in place to assure these individuals are not used to count in ratio. ,[object Object],6. Staff may need to use a restroom down the hall from the classroom.   True or False,[object Object],	If yes, explain how staff/child ratios are maintained when staff need to leave the classroom. ,[object Object]
Module 1 Assignment,[object Object],Indicate with an "X" potential blind spots or equipment which could be particularly hazardous on the playground. ,[object Object],Imagine that two staff members are on the playground with a group of 20 preschool children. Using an "S" indicate where the staff should be located in order to supervise this group. Review with your administrator,[object Object]
Module 1-Supervision Activities  ,[object Object],Review the center's procedures for maintaining supervision when a staff member needs to leave the room. This could include using a walkie talkie or intercom system to call for assistance, taking the children with you, or asking another adult to bring needed supplies/items to the classroom.,[object Object],Review the spots in the rooms in which staff should position themselves in order to assure they can observe the whole room. This should be done in classrooms, cafeterias, muscle rooms, and on the playground. It is often helpful to make a diagram of the room or playground space with an "X" marked on the spot where staff should position themselves.,[object Object],Review the correct positioning of cots at naptime to assure that all children can be seen. It is recommended that the program diagram the placement of cots and hang the diagram in an easily accessible place in the classroom.,[object Object],If the restroom used by children is not in the classroom, review the center's procedures for maintaining supervision while children are using the restroom.,[object Object],Active Supervision,[object Object],Review the center's procedures for maintaining supervision when a staff,[object Object],member needs to leave the room. This could include using a walkie talkie or,[object Object],intercom system to call for assistance, taking the children with you, or asking,[object Object],another adult to bring needed supplies/items to the classroom.,[object Object],Review the spots in the rooms in which staff should position themselves in,[object Object],order to assure they can observe the whole room. This should be done in,[object Object],classrooms, cafeterias, muscle rooms, and on the playground. It is often helpful,[object Object],to make a diagram of the room or playground space with an "X" marked on the,[object Object],spot where staff should position themselves.,[object Object],Review the correct positioning of cots at naptime to assure that all children,[object Object],can be seen. It is recommended that the program diagram the placement of cots,[object Object],and hang the diagram in an easily accessible place in the classroom.,[object Object],If the restroom used by children is not in the classroom, review the center's,[object Object],procedures for maintaining supervision while children are using the restroom.,[object Object],Playground Supervision,[object Object],Review and show staff any known blind spots on the playground, where,[object Object],children are not able to be seen easily (behind corners, inside play structures,,[object Object],behind bushes, in alcoves of buildings, etc.) These are areas where heightened,[object Object],supervision is needed.,[object Object],Review the center's policy on actively supervising children while outside.,[object Object],Describe the areas on the playground where staff should stand in order to be,[object Object],able to see all of the children during play.,[object Object],Arrival/Departure Supervision,[object Object],Review any children who arrive from a location other than with their,[object Object],parent/guardian or leave the program to go to a destination other than with their,[object Object],parent/guardian. Discuss when these children arrive and the center's plan for,[object Object],assuring they are appropriately supervised upon arrival and departure.,[object Object]
Module 1  Activity-Playground  Supervison,[object Object],Review and show staff any known blind spots on the playground, where children are not able to be seen easily (behind corners, inside play structures, behind bushes, in alcoves of buildings, etc.) These are areas where heightened supervision is needed.,[object Object],Review the center's policy on actively supervising children while outside.,[object Object],Describe the areas on the playground where staff should stand in order to be able to see all of the children during play.,[object Object]
Module 1 Activity-Arrival/Departure,[object Object],Arrival/Departure Supervision,[object Object],Review any children who arrive from a location other than with their parent/guardian or leave the program to go to a destination other than with their parent/guardian. ,[object Object],Discuss when these children arrive and the center's plan for assuring they are appropriately supervised. ,[object Object],Review any children who arrive from a location other than with their parent/guardian or leave the program to go to a destination other than with their parent/guardian. ,[object Object],Discuss when these children arrive and the center's plan for assuring they are appropriately supervised upon arrival and departure.,[object Object],If applicable, review the center's plan for determining the whereabouts of a child who does not arrive as expected. Show the staff member where the list of emergency phone numbers are kept in order to track these children. ,[object Object],Review the center's policy for parental notification if a child is going to be absent.,[object Object]
Module 1 Reviews ,[object Object],Review with the new employee any individuals who may be in the program, but who are not permitted to be counted in ratio. It is important for new staff to be able to identify who is and is not permitted to be counted in ratio.,[object Object],Review with the new employee the staff listed on the Medical/Dental/General Emergency plan who have completed the first aid training.,[object Object],Review with the new employee the center's specific policies regarding how to assist a child with first aid needs, including:,[object Object], the location of the first aid kit,[object Object], procedures to call for assistance, if needed,[object Object], responsibilities to supervise other children, if not attending to the injured/ill child,[object Object], the location of materials needed for universal precautionsReview the location of the Dental First Aid chart (JFS 01201) and program,[object Object],Review procedures regarding what to do in the event of a dental emergency.,[object Object]
 Module 1 Reviews ,[object Object],Review the  ratio for the group with which the new staff person will  be working. If the group combines with any other groups throughout the day (morning or evening) review the ratio for the group when they are combined.,[object Object],Review the center's procedures for what the new staff member should do if they find themselves over ratio. This could include contacting the administrator to come into the room, contacting a teacher in another room, etc.,[object Object],Review the center's policies for personal phone calls.,[object Object],Review the center's policies for phone calls/conversations with parents.,[object Object],Review the program's policy for whether or not ratios are doubled at naptime.,[object Object],Review the procedures that are used to assure there are enough staff on the premises to meet ratio. ,[object Object],Review how staff breaks are scheduled in order to assure ratios are not doubled for more than 1 ½ hours per day.,[object Object],Review with the new employee the program's policy on procedures to be followed for personal, sick, vacation, and other needed time off.,[object Object], Include in this review the responsibilities of the staff for finding a substitute teacher, if applicable.,[object Object]
Module 1 Review-Attendance Records,[object Object],Review a copy of the attendance record for the group for which the new employee will be responsible.,[object Object],Review the method the center uses to mark the arrival and departure of children. Include the method that attendance is taken if a child leaves (example for school/doctor’s appointment) and returns later the same day.,[object Object],Review how attendance records are handled when groups combine, especially at the beginning and end of the day.,[object Object],Review how attendance is handled if one staff member takes a small group of children from the main group outside, to another activity, or to another part of the building.,[object Object],Review how attendance is documented for children during times when they are in the process of visiting another classroom for the purposes of transitioning.,[object Object],Review school age specific procedures, if applicable to the program,[object Object]
Module Two:  Emergencies and Evacuations,[object Object],Overview,[object Object],“It is important that you are familiar with emergency procedures before you start taking care of me.  The best time to plan for the unexpected is before something happens.”,[object Object]
Module Two 5 Content Areas,[object Object],        Emergency Procedures,[object Object], 	Evacuation Procedures,[object Object],  	Preventative Practices,[object Object],  	First Aid Procedures,[object Object],         Incident/Injury Reporting Requirements,[object Object]
5 Essential Take-Aways,[object Object],1. The best way to avoid accidents and injuries is to make sure you are properly supervising children at all times. ,[object Object],2. You need to know where emergency supplies are located and practice evacuations so you can be prepared in the event of an unexpected emergency.,[object Object],3. The medical/dental/general emergency plan which is posted in each room contains critical  information on what to do in the event of an emergency and a list of all staff trained in first aid.,[object Object],4. An incident/injury report must be completed and given to the person picking up the child, whenever a child receives first aid treatment or an unexpected event occurs which threatens the safety of children.,[object Object],5. If children are on the playground with only one staff member, another adult must be able to be  summoned in the event of an emergency.,[object Object]
 Serious Risk Non-Compliances related to Emergencies and Evacuations,[object Object],If the program were to be out of compliance with any of the following rules related to emergencies and evacuations, it would result in a serious risk non-compliance.,[object Object], If only one staff member is on the playground with children, another adult must be able to be  summoned in the event of an emergency.,[object Object]
Emergency Procedures,[object Object],Although minor accidents are a natural part of childhood, it is important to realize that your most important job responsibility is to keep children as safe as possible while in your care.  It is essential that you are aware of ways to prevent accidents from occurring and how to respond quickly and appropriately in the event of an emergency.,[object Object],Children are naturally curious and may not yet have learned that certain actions may be harmful to them.  Because of a child's natural curiosity, supervision is critical at all times in order to avoid accidents and injuries.,[object Object]
Be informed!!!!,[object Object],You must know where the following emergency equipment is located and how to use it:,[object Object],     - First aid kits,[object Object],     - Fire extinguishers,[object Object],     - Telephones,[object Object],     - Electrical fuse boxes,[object Object],      - Fire alarm pull boxes,[object Object],The JFS 01244 First Aid Supply List lists the items which are required to be in the program’s first aid kit.  ,[object Object]
JFS 01244 First Aid Supply List,[object Object]
 Evacuation Procedures,[object Object],While tornados, fire, natural disasters and terrorist or other threats occur infrequently, it is nevertheless important to be prepared.  You must be aware of and regularly practice evacuation procedures.,[object Object],A copy of the JFS 01242 Medical/Dental/General Emergency Plan must be posted in every classroom and space used by children.  The plan provides written instructions for fire and weather evacuations. ,[object Object],Fire drills are required to be completed monthly. ,[object Object],Cots or other equipment cannot be placed in front of evacuation doors. ,[object Object],Recommendation: Modified evacuation plans may be needed if the program is serving children with special needs.,[object Object]
 Preventative Practices,[object Object],Know when and where accidents are most likely to occur:,[object Object],When staff are not paying attention to children,[object Object],When children are engaged in climbing activities,[object Object],When children are tired and hungry,[object Object],When unsafe materials and equipment are accessible to   children,[object Object],During times of transition (to and from playground, lunch room, etc.),[object Object], On field trips,[object Object], On the playground,[object Object]
First Aid Procedures,[object Object],The center must have at least one staff member in all center buildings during all hours of operation who has current and valid training in first aid and CPR. The CPR training must be appropriate for all age groups that the center is serving.,[object Object],The posted medical, dental, general emergency plan must include the names of all staff with currently valid first aid training.,[object Object],A copy of the JFS 01201 Dental First Aid Chart must be posted in each classroom, office space and any other space used by children.,[object Object],Children First of Cleveland provides First Aid, CPR, Communicable Disease and Child AbuseTraining  to all of it’s staff.,[object Object]
Incident/Injury Reporting,[object Object],    The staff member in charge of the child must complete the prescribed JFS 01299 Incident/Injury Report when any of the following occur:,[object Object], An illness, accident, or injury which requires first aid treatment,[object Object], A bump or blow to the head,[object Object], Emergency transportation is needed,[object Object], An unusual or unexpected event which jeopardizes the safety of children or staff, such as a child leaving the center unattended,[object Object],The center must give the incident/injury report to the parent or the person picking up the child on the day that the incident/injury occurs.,[object Object]
Incident/Injury Reporting,[object Object],The center must notify the OFC help desk within 24 hours and must submit a written copy to ODJFS within 3 business days if a report is completed as a result of one of the following:,[object Object],     - An incident/injury/illness which results in a limitation in a child’s activities,[object Object],     - Medical attention is necessary beyond basic first aid administered by staff     ,[object Object],     - An unusual or unexpected event occurs which jeopardizes the safety of children or staff, such  as a child leaving the center unattended,[object Object],Please note that Serious Incident Reports can nowbe posted    on line. ,[object Object]
Additional Resources,[object Object],Safe Kids USA – organizations working to prevent childhood injuries,[object Object], http://www.usa.safekids.org,[object Object],Ohio Department of Health – injury prevention,[object Object],http://www.odh.ohio.gov/odhPrograms/hprr/injprev/ovipp.aspx,[object Object],National Resource Center for Health and Safety in Child Care and Early Education ,[object Object],http://nrc.uchsc.edu,[object Object]
Module 2-Quiz,[object Object],Question One:  It is required that you take a first aid kit on all field trips other than routine walks.,[object Object],     ____  True               ____ False,[object Object], ,[object Object],Question Two:  Select all of the correct answers below (there may be more than one correct answer). ,[object Object],    You are required to complete an incident/injury report if any of the following occur:,[object Object],     ____ A child receives an injury which requires first aid.,[object Object],      ____ There is an accident in a vehicle in which a child is being transported.,[object Object],     ____ A child is transported by an emergency squad.                         ____ A child receives a blow to the head.,[object Object]
Module 2-Quiz Continued,[object Object],Question Three:  Complete the statement by selecting the correct answer below.,[object Object],       You are not required to practice the following: ,[object Object],      ____ Evacuation from a vehicle                                                                                                           ____ Tornado drills,[object Object],      ____ Fire drills,[object Object], ,[object Object],Question Four:  A staff person with first aid and CPR training is required to be on the premises as soon as ten or more children are present.                                          ____ True       ____ False,[object Object],Question Five:  Which of the following is not required to be posted?,[object Object],      ____ A list of items required to be in the first aid kit.,[object Object],     ____ The fire and weather evacuation diagrams.                                                 ____ The medical/dental/general emergency plan.,[object Object],     ____ The dental first aid chart.,[object Object]
Module 2 Activity,[object Object],Locate the first aid kits in the building and                                    document where you found them.,[object Object],Locate the medical/dental emergency plan and dental first aid chart in each of the classrooms, and any other spaces used to care for children (large muscle room, cafeteria, gym, etc.),[object Object],Locate the fire and weather evacuation diagrams for the room in which you will be responsible. Walk the routes in order to become familiar with them.,[object Object],Locate the fire extinguishers in the building, and write down the location of the one closest to your room and the date of expiration.,[object Object],Locate the gloves that would need to be used for universal precautions and the designated disposal area and document the location of those areas below.,[object Object]
Module 2 Assignment,[object Object], The parents of one of the children in your room have recently gone through a difficult divorce. The center has paperwork on file which indicates the visitation days for each parent.   The mother comes to the center to visit the child on a day which is not her day to pick up the child. She becomes angry when you say you cannot allow her to pick up the child. What action shoul,[object Object],d you take?,[object Object]
Module 2 Assignment,[object Object],You are on the playground with your group of children and another staff member. One of the children falls down and gets a bloody nose. Several of the other children begin to cry,[object Object],    because their friend is bleeding. What action should you take?,[object Object]
Module 2 Assignment,[object Object],During nap time the fire alarms go off unexpectedly. Your co-worker is on break. You are not aware of a fire drill being conducted that day. Your children are all asleep, many without shoes on. What action should you take?,[object Object]
Module 2 Assignment,[object Object],It is the end of the day, and only a few children are left at the center. The administrator has left for the day. The weather looks threatening, and you hear the tornado sirens going off.,[object Object],    What action should you take?,[object Object]
Review Evacuation Procedures,[object Object],Review the posted location of the JFS 01242 Medical/Dental/General Emergency Plan and the JFS 01201 Dental First Aid Chart. Review and explain the plans in detail.,[object Object],Discuss with the new employee the program's policies and procedures for the following evacuation situations:,[object Object], Fire,[object Object], Weather alert/tornado,[object Object], Threat of violence,[object Object], Loss of power, water, or heat,[object Object],The policies and procedures should include the following:,[object Object], determining when evacuation is needed,[object Object], how the center accounts for all children once evacuation has,[object Object],been completed,[object Object], how parents will be notified,[object Object]
Evacuation Procedures Continued,[object Object],Review the safe location to which the children should be evacuated. (Renasance Hotel for Safety Threat)  (Max Hayes for total Downtown Evacuation),[object Object],Review paperwork and emergency supplies which should be taken in the event of evacuation (attendance sheets, children's emergency contact information, emergency medication, first aid kit),[object Object],Tour the center, reviewing the evacuation diagrams in the rooms in which the new employee will be working.,[object Object],If the center is serving children who have limited mobility, discuss any special procedures needed in order to safely evacuate these children.,[object Object],Discuss with the new employee the schedule for fire drills, whether they will be announced or unannounced, and any documentation that the employee will be required to maintain.,[object Object],Module 2: Emergencies and Evacuation Policy and Procedure Review,[object Object],Evacuation Procedures,[object Object]
 Module 2: First Aid Procedures,[object Object]
First Aid Review,[object Object],Review with the new employee the staff listed on the Medical/Dental/General Emergency plan who have this training.,[object Object],Review with the new employee the center's specific policies regarding how to assist a child with first aid needs, including:,[object Object], the location of the first aid kit,[object Object], procedures to call for assistance, if needed,[object Object], responsibilities to supervise other children, if not attending to the,[object Object],injured/ill child,[object Object], the location of materials needed for universal precautions,[object Object],Review the location of the Dental First Aid chart JFS 01201 and program procedures regarding what to do in the event of a dental emergency,[object Object]
Incident/Injury Reports  ,[object Object],Review with the new employee center specific procedures for completing the JFS 1299 Incident/Injury Report including:,[object Object], where the report is located,[object Object], the process for obtaining the administrator's and parent/guardian signature,[object Object], how to make copies (if applicable),[object Object], the process to assure the incident report gets to the person picking up the child on the day of the incident,[object Object], where a copy of the report should be filed  ,[object Object],Review completed copies of previous incident reports with the new employee.,[object Object]
 Module 3: Classroom Routines and Responsibilities,[object Object],“Your most important responsibility is to assure that I am safe and that the classroom where I spend my day is a safe and healthy environment.”,[object Object]
ModuleThree-Routines/Responsibilities,[object Object],	This module has been divided into the following content areas: ,[object Object],      Daily Schedules,[object Object],      Safe Environment,[object Object],       Sanitary Environment,[object Object],       Playground,[object Object],        Nap Time,[object Object],       Snacks and Meal Time,[object Object]
5 Essential Take-Aways,[object Object],1. It is important to routinely check the environment for anything which may be within the reach of children which could be hazardous to them.,[object Object],	2. The playground checklist should be used to assure that the outside equipment and  environment are safe for children.  This is especially true if the playground is used by others  outside of program operating hours.,[object Object],	3. Infants can only be placed on their backs to sleep, unless they have required written  permission on file from a physician.  Nothing which could present a suffocation or strangulation   risk can be placed in a crib with an infant.,[object Object],	4. Keeping the program clean is important to prevent the spread of communicable disease and to  create an inviting, safe environment for children.,[object Object],	5. If children participate in evening or overnight care, they can only sleep on levels of the building approved by the fire department.,[object Object]
Serious Risk Non-Compliances related to Classroom Routines and Responsibilities ,[object Object],	If the program were to be out of compliance with any of the following rules related to classroom routines and responsibilities, it would result in a serious risk non-compliance. ,[object Object],Safe Equipment and Environment,[object Object], The center shall maintain a safe indoor environment,[object Object], Chemicals shall not be accessible to children.,[object Object], Firearms shall not be accessible to children.,[object Object], Space heaters shall not be used without written approval from the fire department.,[object Object], Indoor climbing equipment, more than 3 feet high shall have landing mats at least 1 ½ inches thick.,[object Object], Children shall be protected from equipment and conditions which threaten their health, safety, and well-being.,[object Object], Climbing ropes shall be anchored on both ends.,[object Object], Machinery shall not be used in the outdoor area when children are in the vicinity.,[object Object], Equipment shall not have openings greater than 3 1/2 inches but less than 9 inches in diameter.,[object Object], Platforms 30 inches or more from the ground shall have a protective barrier.,[object Object], Children shall not have access to hazardous areas or items (bodies of water, parking lots, broken glass or equipment which could seriously harm a child) "S" hooks cannot have openings larger than a dime,[object Object],Equipment must be securely anchored,[object Object],Climbing equipment, swings, slides, etc. must have a protective resilient fall surface,[object Object]
Programs Caring for Infants,[object Object], Infants shall be placed on their backs to sleep unless there is a completed JFS 01235 Sleep Position Wavier on file, signed by a physician.,[object Object], Cribs shall meet the size dimensions outlined in the rule.,[object Object],  Bumper pads shall not be used.,[object Object], Spaces between bars and end panels shall not exceed 2 3/8 inches.,[object Object], Space between mattress and side panel shall not exceed 1 ½ inches,[object Object], Diaper bags, pillows, extra clothing, blankets and other items which pose a suffocation risk shall not be placed in cribs.,[object Object], Children shall not be placed in cribs with bibs or other items around their necks,[object Object]
Daily Schedules,[object Object],Recommendation: A well planned schedule is important for young children.  Being able to predict and understand what will happen next in their day helps children transition from one activity to another.  Daily schedules not only help the classroom run smoothly, they also provide a sense of security to children because they know what to expect next.,[object Object]
Schedule Continued,[object Object],It is important that children be provided with opportunities for quiet, alone time during the day. The following are important elements to consider when planning your daily schedule:,[object Object],Age Appropriateness:,[object Object],Each classroom should devise a schedule that is appropriate for the age of the children in the group.  When devising a schedule, pay particular attention to the time frames setaside for each activity.  ,[object Object],Children need enough time to select and complete activities.  It is frustrating for a young child to have to wait their turn for an activity, only to be told a few minutes after beginning that it is time for clean up.,[object Object],On the other hand, activities which involve children sitting and listening, such as circle time, should be an appropriate length of time so that children are not expected to sit for a period of time longer than their attention span.,[object Object],Transition Time:,[object Object],It is also important to include enough time to transition from one activity to another, without having continual transitions throughout the day.  Regular transition activities help children prepare for changes during the day.,[object Object],These could include a five minute warning, a clean-up song, or finger plays or songs to help children who are waiting in line for other children before moving on to the next part of the schedule.,[object Object],Flexibility:,[object Object],Keep in mind that while it is important to follow the same schedule daily, staff need to be flexible to allow for additional time during activities in which the children are engaged and need further time for exploration.,[object Object],Balance:,[object Object],The schedule for the day must provide for both quiet and active play and should be well balanced with a variety of activities and opportunities available.,[object Object],The schedule must include time for meals and snacks, outside play, and naps (if appropriate to the age group).,[object Object], ,[object Object]
Safe Environment,[object Object],As a child care member you are responsible for making sure the equipment, outside play area and classroom are safe for the children who spend their time with you.  The key to maintaining a safe environment is to understand both how children interact with their environment and what their abilities are in order to be able to recognize and react to potentially unsafe situations.,[object Object],In order to keep the environment safe for children, you must be aware of potential hazards.  Regularly checking the environment and equipment for hazards will assure that children do not have access to anything that could harm or injure them.,[object Object]
Safe Environment,[object Object],Keep Unsafe Materials Inaccessible: The following items should be inaccessible to children:,[object Object], Firearms and ammunition (not permitted in program),[object Object], Chemicals and cleaning supplies,[object Object],  Employees personal belongings,[object Object],  Mercury thermometers (may not be used by children),[object Object],  Broken or hazardous equipment,[object Object],  Lawn mowers, power tools and other similar equipment,[object Object], Animal urine or feces,[object Object],Toys and equipment small enough to be swallowed must be inaccessible to  infants and toddlers.,[object Object]
Safe Environment,[object Object],Maintain a Comfortable Temperature:,[object Object], Indoor temperature may not go below 65 degrees Fahrenheit.,[object Object],If the indoor temperature is above 85 degrees Fahrenheit, you must provide  either ventilation which provides air movement or air conditioning.,[object Object],Maintain Safe Equipment: ,[object Object],Equipment must be sturdy and safe with no protruding nails, sharp points or  corners, loose or rusty parts, or paint which contains lead or other poisonous  materials.,[object Object],Area rugs must have a non-skid backing.,[object Object],Air conditioners, heat pumps, electric fans and heaters must be inaccessible or  have safeguards to prevent a child from being injured.,[object Object],Space heaters can only be used with written permission from the fire department.,[object Object],If equipment is manufactured with straps, the straps must be used. ,[object Object],Indoor Swings (other than infant swings), slides, climbers, and other climbing  equipment must have protective covering over and around the equipment.  ,[object Object], Climbing equipment over 3 feet in height must use a mat at least 1 ½ inches thickness,[object Object]
Safe Environment,[object Object],Maintain a Safe Facility: ,[object Object],Pets and animals should present no risk to children and must be properly  inoculated.  Verification of inoculations must be on file. Pets must be properly housed and cared for.,[object Object],Electrical outlets, including surge protectors, must be covered when not in use.,[object Object],  The only exception to this is if your program serves only school age children. ,[object Object],Spray aerosols may not be used when children are present.,[object Object],Chemicals and cleaning supplies must be clearly labeled, be in their original container, and be stored in a designated area. ,[object Object],Areas should be well ventilated and protected from rodents, insects, and other  hazards. ,[object Object],Protect from Hazardous Items or Conditions:,[object Object],You must protect children from any threatening items or conditions which may be present, such as:,[object Object],Stoves,[object Object],Bodies of water,[object Object],Window pull coverings,[object Object],Telephone cords,[object Object],Electrical and extension cords,[object Object],Lead Hazards,[object Object],Asbestos,[object Object],Wells,[object Object],Traffic,[object Object]
Safe Environment,[object Object],Recommendation: As you observe your classroom and other indoor and outdoor space for potential hazards look at the space through the eyes of a child.,[object Object],Children are active learners: they want to see, touch and taste everything, especially if it’s new to them,[object Object],Children forget: even if you’ve told them the rules many times, young children are often not able to remember rules and warnings,[object Object],Children lack self control: they cannot always stop themselves, even when they know they should,[object Object],Children do not recognize danger: as an adult you have learned the consequences of touching a hot burner, a child has not yet had this experience,[object Object],Children focus on their needs: they cannot yet predict the results of their own actions,[object Object],Children love to imitate adults: if they see you using a knife or using a match to light a candle, they want to try it for themselves,[object Object],Children may have developed abilities that adults are not aware of: a child who could not pull themselves up in their crib, may have developed the ability to do so now,[object Object],Recommendation: It is recommended that you develop a checklist of items in your classroom that should be reviewed on a regular basis in order to assure that the environment is safe for children.,[object Object],Resources on where to locate samples of this type of checklist can be found in the Additional Resources section of this module. Keep in mind that any sample checklists may need revisions in order to assure that all rule related items are included.,[object Object]
Safe Environment,[object Object],The bullets below outline those areas of the program where you should pay special attention to safety issues as they are often outside of the typical classroom environment:,[object Object],Closets/Cabinets:  If items are stored in a closet or cabinet in the classroom, make sure these areas are either locked or that items are placed high enough that they cannot be reached by children.,[object Object],Shared Space: If the space is shared with another group, make sure any storage space used by the group is also free of hazards.  Remember that children are not able to make the distinction of “our” space versus “their” space,[object Object],Daily Products: If you need to use cleaning products during the day (diaper changing area, bodily fluids which must be cleaned up, disinfecting table before lunch, etc.) these products must be out of the reach of children, not left on a counter or table top.,[object Object],Restrooms: If there is a storage space in the restroom for hazardous items, make sure it is locked or that hazardous items are placed high enough so that children cannot reach them.  It is especially important to maintain safe space under sinks.,[object Object],Hallways: Make sure items are not left in hallways or other areas that children may walk through.,[object Object]
Sanitary Environment,[object Object],Keeping the program clean is important to prevent the spread of communicable disease and to create an inviting, safe environment for children.  Because children’s activities are often very messy, this can present a challenge.,[object Object],A required cleaning schedule has been developed which outlines both cleaning and sanitizing requirements.  This schedule can be found in Rule 5101:2-12-15 Appendix A.,[object Object], ,[object Object],You are not permitted to conduct cleaning activities in rooms which are occupied by children except for general clean-up which does not interfere with proper supervision.  Some examples of general clean-up include: wiping off the table, broom sweeping under a table after an activity or a meal, putting cots away in the room, sanitary cleaning in vicinity of diapering within room, putting away materials during transitioning.,[object Object]
Naptime Routine,[object Object],Most young children need a time to rest during the day in order to re-energize their bodies.,[object Object],Children who want to rest, nap or sleep while at the program must be provided with a quiet space in which to do so.,[object Object],Toddler and preschool children must sleep on firm, sanitary cots. School age children who want to rest or nap while at the program may be provided with either a cot or a clean washable pad, mat, or other comfortable furniture.  If a school age child uses a pad, mat or other furniture, the floor must be clean, warm, dry, and draft free.,[object Object],All infants must be placed in a crib to sleep.  They may not sleep in car seats, swings, bouncy chairs, etc.  May not sleep with blankets.,[object Object],Infants must be placed on their back to sleep, unless they have a JFS 01235 Sleep Position Waiver, signed by a physician, on file.,[object Object],You must label each crib with the name of the infant assigned to the crib.  The crib must be for the exclusive use of the infant assigned to it.,[object Object],The crib and mattress must be cleaned and sanitized before they are assigned to a different infant.  Cribs must be two feet apart from each other on all sides when occupied by a child, or must be separated by a divider and have at least two feet of space on two of the sides or ends of the cribs.,[object Object], ,[object Object],You may not use bumper pads in cribs. You may not place anything inside or on the sides of the cribs which would obstruct your view of the sleeping child. You may not put a child in a crib with a bib around their neck or with any other items in the crib which could present a suffocation or strangulation risk.,[object Object], ,[object Object],You cannot put a child in a crib with a bottle.,[object Object], ,[object Object]
Playground Safety,[object Object],Playgrounds and outside play are essential in providing children with fresh air and exercise.  But, they can also provide safety risks.  You must always be appropriately supervising children and regularly checking equipment and the environment for any safety risks.,[object Object], ,[object Object],According to the National Program for Playground Safety, each year approximately 205,860 preschool and school age children receive emergency department care for injuries that occurred on playground equipment.,[object Object],When you are on the playground, you must be actively supervising children.  You should be aware of any blind spots on the playground and position yourself so that you can monitor those spots.  You should continually be moving throughout the playground area.,[object Object],It is important to remember that children are not always aware of dangerous situations and often try to exceed their own physical abilities when trying to master a new skill.,[object Object],It is your responsibility to assure that the playground is free from any potential hazards.  Any broken equipment or other hazards should immediately be reported to the administrator or person responsible for playground maintenance.  ,[object Object],The administrator of the program must complete an inspection of the playground at least four times a year, using the JFS 01281 Playground Inspection Report.,[object Object],Recommendation: It is recommended that you become familiar with the items on the JFS 01281 Playground Inspection Report.,[object Object],If you are ever alone with children on the playground, you must be able to summons another adult without leaving the children unattended.,[object Object],When children are using the playground, they must have access to restrooms and drinking water.,[object Object]
Playground Recommendations,[object Object],Recommendation: If your program is in a location which could be used by other children during the hours when you are not open, it is important to check the playground prior to use each day.  Do not assume it will be in the same condition it was in when you previously left it.,[object Object],Recommendation: Teaching children how to safely use the playground can cut down on accidents.  Develop a list of rules that can be reviewed periodically, especially when a new child enrolls.  Some suggestions include:,[object Object], Never push or pull others off of equipment,[object Object], Always go down the slide feet first and never climb up the slide,[object Object],  Do not jump or climb outside of the guardrails,[object Object], Do not take backpacks or toys onto climbing equipment,[object Object], Always sit on swings, don’t stand or jump off of them,[object Object],  Do not use wet or slippery equipment,[object Object],  If your shoes are untied, either tie them or ask for help tying them,[object Object], No eating or drinking unless sitting down in designated area,[object Object],  Jump with your feet first and make sure no one is below you before jumping,[object Object]
Playground Rules,[object Object],Children are required to participate in outside play every day, weather permitting.  Each program is required to set their own policy regarding what weather conditions would prohibit outside play. On days when programs are unable to go outside due to weather conditions, indoor gross motor play is required to be provided.,[object Object],Recommendation: Just as it is important for children to come prepared for outside play each day, it is also important that you come prepared, especially in colder weather. People are often under the mistaken impression that cold weather causes children to catch a “cold.”  But, as long as children are appropriately dressed, getting fresh air and exercise is beneficial for children.,[object Object]
Meal and Snack Time,[object Object],Healthy, nutritious meals and snacks are important to give children the energy they need to grow and learn.   ,[object Object],Depending on the amount of time the children are at the program, they are required to receive certain meals and/or snacks which meet specific nutritional requirements. ,[object Object],The program is required to post currently dated menus reflecting all food served by the program at meal and snack time.  Any changes must be documented on the menu.,[object Object],Programs set their own policies regarding whether meals/snacks are provided by the program or by the parent/guardian.,[object Object]
Meal and Snack Time Continued,[object Object],If the parent/guardian is responsible for providing a child’s meal/snack, the programi s responsible for assuring the following:,[object Object],  A safe storage area must be provided,[object Object],  There must be supplemental food available and served which meets the nutritional requirements of the meal/snack,[object Object], Written nutritional information regarding daily dietary allowances must be provided to parents and available at the program,[object Object],If a child is on a modified diet, the following conditions apply:,[object Object], If an entire food group is eliminated, you must have written instructions on file from a physician,on the JFS 01217 Request for the Administration of Medication form.,[object Object], If a special diet is required due to cultural or religious reasons, the center must have written, dated and signed instructions from the parent/guardian.,[object Object], If a child is unable to drink the type of milk required for their age, a JFS 01217 Request for the Administration of Medication form must be completed.,[object Object]
Meal and Snack Time Continued,[object Object],Preparing and serving food in a sanitary environment helps prevent food contamination and cuts down on the spread of communicable diseases.,[object Object], ,[object Object],Food cannot be placed on bare tables, except that food for infants can be placed on an individual highchair tray if the tray is removed, washed and sanitized after each use.,[object Object],All eating utensils and dishes should be suitable to the age and developmental level of the child.,[object Object],Surfaces, appliances and equipment in the kitchen and classrooms used for food preparation shall be kept clean and in good repair.,[object Object],Cups, dishes and silverware must either be discarded or cleaned and sanitized after each use. Dishes, cups and silverware sent by the parent/guardian must be sent home for cleaning.,[object Object],Tables used for eating must be washed and sanitized before and after food is served.,[object Object],Individual labeled containers of water can be used throughout the day but must be washed and sanitized before being used again on another day.,[object Object]
Meal/Snack Recommendations,[object Object],Recommendation: You will play an important role in helping children develop good eating habits.  Some tips to remember:,[object Object],  Do not permit children to walk around while eating or drinking,[object Object],  Do not serve children under three years old food cut in rounds – hot dogs, grapes, carrots,[object Object], Serve children age appropriate servings and let them ask for more if they are still hungry, do not require them to eat everything on their plates,[object Object],  Introduce new foods and encourage children to try new foods; if refused, try again in a few weeks,[object Object], Do not use food as a reward or punishment; you may not withhold food,[object Object], Encourage children to talk and be social at meal time, giving them ample time to eat, do not make meal times rushed,[object Object],  When age appropriate, have children help set up and clean up after meals,[object Object]
Resources,[object Object],Meals and Snacks,[object Object],http://www.aap.org,[object Object],http://www.nal.usda.gov/childcare/Resources/choking.html,[object Object],http://www.mypyramid.gov,[object Object],Playground Safety,[object Object],CPSC Handbook for Playground Safety,[object Object],http://www.playgroundsafety.org,[object Object],Safe Sleep,[object Object],Healthy Child Care America Back to Sleep - http://www.healthychildcare.org/sids.html,[object Object],CJ Foundation – Educational Materials  (some in Spanish) - http://www.cjsids.org/,[object Object],General Safety,[object Object],http://www.mysafehome.org,[object Object],http://www.cdc.gov/SafeChild/,[object Object],http://www.safekids.org,[object Object],http://www.healthykids.us/chapters/injury_pf.htm ,[object Object]
Module Three Quiz,[object Object]

Weitere ähnliche Inhalte

Was ist angesagt?

MINDFULNESS TECHNIQUES FOR KIDS
MINDFULNESS TECHNIQUES FOR KIDSMINDFULNESS TECHNIQUES FOR KIDS
MINDFULNESS TECHNIQUES FOR KIDSRandello Braga
 
Potty Training Boys made Easy - How to Potty train a Boy fast
Potty Training Boys made Easy - How to Potty train a Boy fastPotty Training Boys made Easy - How to Potty train a Boy fast
Potty Training Boys made Easy - How to Potty train a Boy fastJamie Glowacki
 
Developmental assessment
Developmental assessmentDevelopmental assessment
Developmental assessmentBinisha Sinha
 
Toilet Training Tips
Toilet Training TipsToilet Training Tips
Toilet Training Tipsgclfeds
 
Care routines-for-children
Care routines-for-childrenCare routines-for-children
Care routines-for-childrenjaclynne
 
Developmental milestones
Developmental milestonesDevelopmental milestones
Developmental milestonesShari Shakoor
 
It’S Potty Time!
It’S Potty Time!It’S Potty Time!
It’S Potty Time!guestda1192f
 
Developmental and behavioral pediatrics
Developmental and behavioral pediatricsDevelopmental and behavioral pediatrics
Developmental and behavioral pediatricsMuni Venkatesh
 
Growth & development
Growth & developmentGrowth & development
Growth & developmentSalman Khan
 
Safeguarding children sam
Safeguarding children samSafeguarding children sam
Safeguarding children samKJ2907
 
Unit intro op 1.11 week 2
Unit intro op 1.11 week 2Unit intro op 1.11 week 2
Unit intro op 1.11 week 2HCEfareham
 
Thumb sucking is a behavior found in humans
Thumb sucking is a behavior found in humansThumb sucking is a behavior found in humans
Thumb sucking is a behavior found in humansAsmita Sodhi
 
Motor development infants
Motor development infantsMotor development infants
Motor development infantsyoshita garodia
 

Was ist angesagt? (16)

MINDFULNESS TECHNIQUES FOR KIDS
MINDFULNESS TECHNIQUES FOR KIDSMINDFULNESS TECHNIQUES FOR KIDS
MINDFULNESS TECHNIQUES FOR KIDS
 
Potty Training
Potty TrainingPotty Training
Potty Training
 
Potty Training Boys made Easy - How to Potty train a Boy fast
Potty Training Boys made Easy - How to Potty train a Boy fastPotty Training Boys made Easy - How to Potty train a Boy fast
Potty Training Boys made Easy - How to Potty train a Boy fast
 
Developmental assessment
Developmental assessmentDevelopmental assessment
Developmental assessment
 
Toilet Training Tips
Toilet Training TipsToilet Training Tips
Toilet Training Tips
 
Care routines-for-children
Care routines-for-childrenCare routines-for-children
Care routines-for-children
 
Atn air p-toilet_training
Atn air p-toilet_trainingAtn air p-toilet_training
Atn air p-toilet_training
 
Developmental milestones
Developmental milestonesDevelopmental milestones
Developmental milestones
 
It’S Potty Time!
It’S Potty Time!It’S Potty Time!
It’S Potty Time!
 
Developmental and behavioral pediatrics
Developmental and behavioral pediatricsDevelopmental and behavioral pediatrics
Developmental and behavioral pediatrics
 
FINAL SIR POSTER
FINAL SIR POSTERFINAL SIR POSTER
FINAL SIR POSTER
 
Growth & development
Growth & developmentGrowth & development
Growth & development
 
Safeguarding children sam
Safeguarding children samSafeguarding children sam
Safeguarding children sam
 
Unit intro op 1.11 week 2
Unit intro op 1.11 week 2Unit intro op 1.11 week 2
Unit intro op 1.11 week 2
 
Thumb sucking is a behavior found in humans
Thumb sucking is a behavior found in humansThumb sucking is a behavior found in humans
Thumb sucking is a behavior found in humans
 
Motor development infants
Motor development infantsMotor development infants
Motor development infants
 

Andere mochten auch

Microsoft volume licensing_reference_guide
Microsoft volume licensing_reference_guideMicrosoft volume licensing_reference_guide
Microsoft volume licensing_reference_guideNader Kaderi
 
Microsoft Licensing and Benefits
Microsoft Licensing and BenefitsMicrosoft Licensing and Benefits
Microsoft Licensing and BenefitsTechSoup
 
Microsoft Volume Licensing Business
Microsoft Volume Licensing BusinessMicrosoft Volume Licensing Business
Microsoft Volume Licensing Businessbakhtiar2011
 
Introduction to Software Licensing
Introduction to Software LicensingIntroduction to Software Licensing
Introduction to Software Licensingtravellingpolander
 
How to make a cost saving on your Microsoft licensing - in 50 tweets
How to make a cost saving on your Microsoft licensing - in 50 tweetsHow to make a cost saving on your Microsoft licensing - in 50 tweets
How to make a cost saving on your Microsoft licensing - in 50 tweetsNiels Jørgen Hansen
 
Microsoft Program Licensing
Microsoft Program Licensing Microsoft Program Licensing
Microsoft Program Licensing Motty Ben Atia
 
Microsoft Software Assurance
Microsoft Software AssuranceMicrosoft Software Assurance
Microsoft Software AssuranceMotty Ben Atia
 
Microsoft licensing analysis - an introduction
Microsoft licensing analysis - an introductionMicrosoft licensing analysis - an introduction
Microsoft licensing analysis - an introductionNiels Jørgen Hansen
 
Microsoft Licensing Options
Microsoft Licensing OptionsMicrosoft Licensing Options
Microsoft Licensing OptionsJon Jensen
 
Microsoft Product Licensing
Microsoft Product LicensingMicrosoft Product Licensing
Microsoft Product LicensingMotty Ben Atia
 
Microsoft Licensing Overview
Microsoft Licensing OverviewMicrosoft Licensing Overview
Microsoft Licensing OverviewMotty Ben Atia
 

Andere mochten auch (12)

Brand Book Licensing "Los Futbolers"
Brand Book Licensing "Los Futbolers"Brand Book Licensing "Los Futbolers"
Brand Book Licensing "Los Futbolers"
 
Microsoft volume licensing_reference_guide
Microsoft volume licensing_reference_guideMicrosoft volume licensing_reference_guide
Microsoft volume licensing_reference_guide
 
Microsoft Licensing and Benefits
Microsoft Licensing and BenefitsMicrosoft Licensing and Benefits
Microsoft Licensing and Benefits
 
Microsoft Volume Licensing Business
Microsoft Volume Licensing BusinessMicrosoft Volume Licensing Business
Microsoft Volume Licensing Business
 
Introduction to Software Licensing
Introduction to Software LicensingIntroduction to Software Licensing
Introduction to Software Licensing
 
How to make a cost saving on your Microsoft licensing - in 50 tweets
How to make a cost saving on your Microsoft licensing - in 50 tweetsHow to make a cost saving on your Microsoft licensing - in 50 tweets
How to make a cost saving on your Microsoft licensing - in 50 tweets
 
Microsoft Program Licensing
Microsoft Program Licensing Microsoft Program Licensing
Microsoft Program Licensing
 
Microsoft Software Assurance
Microsoft Software AssuranceMicrosoft Software Assurance
Microsoft Software Assurance
 
Microsoft licensing analysis - an introduction
Microsoft licensing analysis - an introductionMicrosoft licensing analysis - an introduction
Microsoft licensing analysis - an introduction
 
Microsoft Licensing Options
Microsoft Licensing OptionsMicrosoft Licensing Options
Microsoft Licensing Options
 
Microsoft Product Licensing
Microsoft Product LicensingMicrosoft Product Licensing
Microsoft Product Licensing
 
Microsoft Licensing Overview
Microsoft Licensing OverviewMicrosoft Licensing Overview
Microsoft Licensing Overview
 

Ähnlich wie State licensing orientation for new staff [autosaved]

Serious Risk Non Compliance Workshop
Serious Risk Non Compliance WorkshopSerious Risk Non Compliance Workshop
Serious Risk Non Compliance WorkshopJean Smith
 
Practical Health And Safety When With Children
Practical Health And Safety When With ChildrenPractical Health And Safety When With Children
Practical Health And Safety When With ChildrenJennifer York
 
Preventing and responding to wandering and bolting behaviors 2
Preventing and responding to wandering and bolting behaviors 2Preventing and responding to wandering and bolting behaviors 2
Preventing and responding to wandering and bolting behaviors 2Terry Reynolds
 
Different skills in managing he behaviour at home
Different skills in managing he behaviour at homeDifferent skills in managing he behaviour at home
Different skills in managing he behaviour at homeSushma Rathee
 
CD 22/23 Practicum Orientation August 14 2020
CD 22/23 Practicum Orientation August 14 2020CD 22/23 Practicum Orientation August 14 2020
CD 22/23 Practicum Orientation August 14 2020Jacqueline Williams
 
Management of behaviour
Management of behaviourManagement of behaviour
Management of behaviourSushma Rathee
 
Policy handbook preschool
Policy handbook   preschoolPolicy handbook   preschool
Policy handbook preschoolYNasira
 
Policy handbook preschool
Policy handbook   preschoolPolicy handbook   preschool
Policy handbook preschoolYNasira
 
Policy handbook preschool
Policy handbook   preschoolPolicy handbook   preschool
Policy handbook preschoolYNasira
 
Policy handbook preschool
Policy handbook   preschoolPolicy handbook   preschool
Policy handbook preschoolYNasira
 
Preventing and responding to wandering and bolting behaviors
Preventing and responding to wandering and bolting behaviorsPreventing and responding to wandering and bolting behaviors
Preventing and responding to wandering and bolting behaviorsTerry Reynolds
 
Policy handbook preschool
Policy handbook   preschoolPolicy handbook   preschool
Policy handbook preschoolYNasira
 
Policy handbook preschool
Policy handbook   preschoolPolicy handbook   preschool
Policy handbook preschoolYNasira
 
IntroductionInfant classrooms are bustling with activity almost .docx
IntroductionInfant classrooms are bustling with activity almost .docxIntroductionInfant classrooms are bustling with activity almost .docx
IntroductionInfant classrooms are bustling with activity almost .docxbagotjesusa
 
Lesson 3 - Understand the importance of partnerships with parents for all asp...
Lesson 3 - Understand the importance of partnerships with parents for all asp...Lesson 3 - Understand the importance of partnerships with parents for all asp...
Lesson 3 - Understand the importance of partnerships with parents for all asp...YorkLearning
 
Policy handbook preschool
Policy handbook   preschoolPolicy handbook   preschool
Policy handbook preschoolYNasira
 
Safeguarding Refresher - 10 mins.pptx
Safeguarding Refresher - 10 mins.pptxSafeguarding Refresher - 10 mins.pptx
Safeguarding Refresher - 10 mins.pptxIramMalik29
 

Ähnlich wie State licensing orientation for new staff [autosaved] (20)

Serious Risk Non Compliance Workshop
Serious Risk Non Compliance WorkshopSerious Risk Non Compliance Workshop
Serious Risk Non Compliance Workshop
 
Practical Health And Safety When With Children
Practical Health And Safety When With ChildrenPractical Health And Safety When With Children
Practical Health And Safety When With Children
 
Care inspection report
Care inspection reportCare inspection report
Care inspection report
 
Preventing and responding to wandering and bolting behaviors 2
Preventing and responding to wandering and bolting behaviors 2Preventing and responding to wandering and bolting behaviors 2
Preventing and responding to wandering and bolting behaviors 2
 
Different skills in managing he behaviour at home
Different skills in managing he behaviour at homeDifferent skills in managing he behaviour at home
Different skills in managing he behaviour at home
 
CD 22/23 Practicum Orientation August 14 2020
CD 22/23 Practicum Orientation August 14 2020CD 22/23 Practicum Orientation August 14 2020
CD 22/23 Practicum Orientation August 14 2020
 
Management of behaviour
Management of behaviourManagement of behaviour
Management of behaviour
 
Policy handbook preschool
Policy handbook   preschoolPolicy handbook   preschool
Policy handbook preschool
 
Policy handbook preschool
Policy handbook   preschoolPolicy handbook   preschool
Policy handbook preschool
 
Policy handbook preschool
Policy handbook   preschoolPolicy handbook   preschool
Policy handbook preschool
 
Policy handbook preschool
Policy handbook   preschoolPolicy handbook   preschool
Policy handbook preschool
 
Preventing and responding to wandering and bolting behaviors
Preventing and responding to wandering and bolting behaviorsPreventing and responding to wandering and bolting behaviors
Preventing and responding to wandering and bolting behaviors
 
DDST,TDST .pptx
DDST,TDST .pptxDDST,TDST .pptx
DDST,TDST .pptx
 
Policy handbook preschool
Policy handbook   preschoolPolicy handbook   preschool
Policy handbook preschool
 
Policy handbook preschool
Policy handbook   preschoolPolicy handbook   preschool
Policy handbook preschool
 
IntroductionInfant classrooms are bustling with activity almost .docx
IntroductionInfant classrooms are bustling with activity almost .docxIntroductionInfant classrooms are bustling with activity almost .docx
IntroductionInfant classrooms are bustling with activity almost .docx
 
Lesson 3 - Understand the importance of partnerships with parents for all asp...
Lesson 3 - Understand the importance of partnerships with parents for all asp...Lesson 3 - Understand the importance of partnerships with parents for all asp...
Lesson 3 - Understand the importance of partnerships with parents for all asp...
 
Policy handbook preschool
Policy handbook   preschoolPolicy handbook   preschool
Policy handbook preschool
 
Safeguarding Refresher - 10 mins.pptx
Safeguarding Refresher - 10 mins.pptxSafeguarding Refresher - 10 mins.pptx
Safeguarding Refresher - 10 mins.pptx
 
Care inspection report
Care inspection reportCare inspection report
Care inspection report
 

Mehr von Jean Smith

Study of mark 10 12
Study of mark 10 12Study of mark 10 12
Study of mark 10 12Jean Smith
 
Epistles of john the catholic letters
Epistles of john  the catholic lettersEpistles of john  the catholic letters
Epistles of john the catholic lettersJean Smith
 
Notes on the study of romans 1
Notes on the study of romans 1Notes on the study of romans 1
Notes on the study of romans 1Jean Smith
 
Notes on the study of Romans Chapter 3
Notes on the study of Romans Chapter 3Notes on the study of Romans Chapter 3
Notes on the study of Romans Chapter 3Jean Smith
 
Study Notes on Romans 3 1 8
Study Notes on Romans 3 1 8Study Notes on Romans 3 1 8
Study Notes on Romans 3 1 8Jean Smith
 
The destruction of the temple foretold
The destruction of the temple foretoldThe destruction of the temple foretold
The destruction of the temple foretoldJean Smith
 
Study Notes on Matthew Chapter 28
Study  Notes on Matthew Chapter 28Study  Notes on Matthew Chapter 28
Study Notes on Matthew Chapter 28Jean Smith
 
Notes on Matthew Chapter 27
Notes on Matthew Chapter 27Notes on Matthew Chapter 27
Notes on Matthew Chapter 27Jean Smith
 
Notes on Matthew 26,
Notes on Matthew 26,  Notes on Matthew 26,
Notes on Matthew 26, Jean Smith
 
Study Notes of Matthew Chapter 25
Study Notes  of Matthew Chapter 25Study Notes  of Matthew Chapter 25
Study Notes of Matthew Chapter 25Jean Smith
 
The Study of Matthew 24-28
The Study of Matthew 24-28The Study of Matthew 24-28
The Study of Matthew 24-28Jean Smith
 
The study of matthew
The study of matthewThe study of matthew
The study of matthewJean Smith
 
The study of romans 3 1 4 20
The study of romans 3 1  4 20The study of romans 3 1  4 20
The study of romans 3 1 4 20Jean Smith
 
High scope the learning environment
High scope the learning environmentHigh scope the learning environment
High scope the learning environmentJean Smith
 
Communion of saints
Communion of saintsCommunion of saints
Communion of saintsJean Smith
 
Catholic apologetics confession
Catholic apologetics  confessionCatholic apologetics  confession
Catholic apologetics confessionJean Smith
 
The fourth commandment honor they father and mother-catholic nab and cathechism
The fourth commandment honor they father and mother-catholic nab and cathechismThe fourth commandment honor they father and mother-catholic nab and cathechism
The fourth commandment honor they father and mother-catholic nab and cathechismJean Smith
 
The fourth commandment honor they father and mother-catholic nab and cathechism
The fourth commandment honor they father and mother-catholic nab and cathechismThe fourth commandment honor they father and mother-catholic nab and cathechism
The fourth commandment honor they father and mother-catholic nab and cathechismJean Smith
 
B k standards-cognition_knowledge 5-11-2012 final
B k standards-cognition_knowledge 5-11-2012 finalB k standards-cognition_knowledge 5-11-2012 final
B k standards-cognition_knowledge 5-11-2012 finalJean Smith
 

Mehr von Jean Smith (20)

Study of mark 10 12
Study of mark 10 12Study of mark 10 12
Study of mark 10 12
 
Epistles of john the catholic letters
Epistles of john  the catholic lettersEpistles of john  the catholic letters
Epistles of john the catholic letters
 
Notes on the study of romans 1
Notes on the study of romans 1Notes on the study of romans 1
Notes on the study of romans 1
 
Notes on the study of Romans Chapter 3
Notes on the study of Romans Chapter 3Notes on the study of Romans Chapter 3
Notes on the study of Romans Chapter 3
 
Study Notes on Romans 3 1 8
Study Notes on Romans 3 1 8Study Notes on Romans 3 1 8
Study Notes on Romans 3 1 8
 
The destruction of the temple foretold
The destruction of the temple foretoldThe destruction of the temple foretold
The destruction of the temple foretold
 
Study Notes on Matthew Chapter 28
Study  Notes on Matthew Chapter 28Study  Notes on Matthew Chapter 28
Study Notes on Matthew Chapter 28
 
Notes on Matthew Chapter 27
Notes on Matthew Chapter 27Notes on Matthew Chapter 27
Notes on Matthew Chapter 27
 
Notes on Matthew 26,
Notes on Matthew 26,  Notes on Matthew 26,
Notes on Matthew 26,
 
Study Notes of Matthew Chapter 25
Study Notes  of Matthew Chapter 25Study Notes  of Matthew Chapter 25
Study Notes of Matthew Chapter 25
 
The Study of Matthew 24-28
The Study of Matthew 24-28The Study of Matthew 24-28
The Study of Matthew 24-28
 
The study of matthew
The study of matthewThe study of matthew
The study of matthew
 
The study of romans 3 1 4 20
The study of romans 3 1  4 20The study of romans 3 1  4 20
The study of romans 3 1 4 20
 
High scope the learning environment
High scope the learning environmentHigh scope the learning environment
High scope the learning environment
 
Communion of saints
Communion of saintsCommunion of saints
Communion of saints
 
Catholic apologetics confession
Catholic apologetics  confessionCatholic apologetics  confession
Catholic apologetics confession
 
Acts 6 8
Acts 6  8Acts 6  8
Acts 6 8
 
The fourth commandment honor they father and mother-catholic nab and cathechism
The fourth commandment honor they father and mother-catholic nab and cathechismThe fourth commandment honor they father and mother-catholic nab and cathechism
The fourth commandment honor they father and mother-catholic nab and cathechism
 
The fourth commandment honor they father and mother-catholic nab and cathechism
The fourth commandment honor they father and mother-catholic nab and cathechismThe fourth commandment honor they father and mother-catholic nab and cathechism
The fourth commandment honor they father and mother-catholic nab and cathechism
 
B k standards-cognition_knowledge 5-11-2012 final
B k standards-cognition_knowledge 5-11-2012 finalB k standards-cognition_knowledge 5-11-2012 final
B k standards-cognition_knowledge 5-11-2012 final
 

Kürzlich hochgeladen

Philosophy of Education and Educational Philosophy
Philosophy of Education  and Educational PhilosophyPhilosophy of Education  and Educational Philosophy
Philosophy of Education and Educational PhilosophyShuvankar Madhu
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17Celine George
 
UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxraviapr7
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxKatherine Villaluna
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxDr. Asif Anas
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRATanmoy Mishra
 
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfMaximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfTechSoup
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptxSandy Millin
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationMJDuyan
 
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...Nguyen Thanh Tu Collection
 
How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17Celine George
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsEugene Lysak
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesCeline George
 
The basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxThe basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxheathfieldcps1
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfYu Kanazawa / Osaka University
 
How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17Celine George
 
Diploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfDiploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfMohonDas
 
How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17Celine George
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17Celine George
 

Kürzlich hochgeladen (20)

Philosophy of Education and Educational Philosophy
Philosophy of Education  and Educational PhilosophyPhilosophy of Education  and Educational Philosophy
Philosophy of Education and Educational Philosophy
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17
 
UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptx
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptx
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptx
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
 
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfMaximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive Education
 
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
 
How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George Wells
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 Sales
 
The basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxThe basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptx
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
 
How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17
 
Diploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfDiploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdf
 
How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17
 

State licensing orientation for new staff [autosaved]

  • 1.
  • 2.
  • 3.
  • 4.
  • 5.
  • 6.
  • 7.
  • 8.
  • 9.
  • 10.
  • 11.
  • 12.
  • 13.
  • 14.
  • 15.
  • 16.
  • 17.
  • 18.
  • 19.
  • 20.
  • 21.
  • 22.
  • 23.
  • 24.
  • 25.
  • 26.
  • 27.
  • 28.
  • 29.
  • 30.
  • 31.
  • 32.
  • 33.
  • 34.
  • 35.
  • 36.
  • 37.
  • 38.
  • 39.
  • 40.
  • 41.
  • 42.
  • 43.
  • 44.
  • 45.
  • 46.
  • 47.
  • 48.
  • 49.
  • 50.
  • 51.
  • 52.
  • 53.
  • 54.
  • 55.
  • 56.
  • 57.
  • 58.
  • 59.
  • 60.
  • 61.
  • 62.
  • 63.
  • 64.
  • 65.
  • 66.
  • 67.
  • 68.
  • 69.
  • 70.
  • 71.
  • 72.
  • 73.
  • 74.
  • 75.
  • 76.
  • 77.
  • 78.
  • 79.
  • 80.
  • 81.
  • 82.
  • 83.
  • 84.
  • 85.
  • 86.
  • 87.
  • 88.
  • 89.
  • 90.
  • 91.
  • 92.
  • 93.
  • 94.
  • 95.
  • 96.
  • 97.
  • 98.